Vaughan Systems

English Teaching Manual

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 ENGLISH TEACHING MANUAL
TABLE OF CONTENTS

UNIT 1 (A1) INDEFINITE ARTICLE ‘A’

INTRODUCTION OF VERB TO BE
INTRODUCTION OF SINGULAR DEMONSTRATIVE PRONOUNS – THIS & THAT
INTRODUCTION OF IMPERSONAL SUBJECT PRONOUN ‘IT’
INTRODUCTION OF INTERROGATIVE PRONOUN ‘WHAT…?’
INTRODUCTION OF ‘YES…’
INTRODUCTION OF NEGATIVE STATEMENTS ‘THIS ISN’T A …; IT’S A …’

UNIT 2 (A1) PREPOSITION ‘OF’

INFORMAL INTRODUCTION OF THE DEFINITE ARTICLE
PREPOSITION ‘IN’
INTERROGATIVE PRONOUN ‘WHERE…?’
CONJUNCTION ‘OR’
PHRASES – IN THE NORTH OF, IN THE SOUTH OF…
PROPER NOUNS + USE OF MAPS
ADJECTIVES – LONG, SHORT, BIG, SMALL
UNIT 3 (A1) NUMBERS – 1 TO 10
JOHNSON FAMILY/VAUGHAN WORLD CHARACTERS
‘THIS IS…’ TO INTRODUCE PEOPLE
INTERROGATIVE PRONOUN ‘WHO…?’
SUBJECT PRONOUNS ‘HE & SHE’
NATIONALITIES
DRILL WITH – THIS IS…; HE’S NOT…, HE’S…
SUBJECT PRONOUN ‘YOU’
ADVERB ‘TOO’
UNIT 4 (A1) ADVERB ‘EITHER’
PREPOSITION ‘FROM’
FURTHER INTRODUCTION OF VAUGHAN WORLD CHARACTERS
OBJECT PRONOUNS ‘ME’ AND ‘YOU’
PREPOSITION ‘FOR’
COLOURS
INTERROGATIVE PRONOUN ‘WHICH’
INDEFINITE ARTICLE ‘AN’ – DRILL WITH BOTH FORMS OF ARTICLE
UNIT 5 (A1) PLURALS – DEMONSTRATIVE PRONOUNS ‘THESE & THOSE’
DRILLS WITH ‘THIS, THAT, THESE & THOSE’
NUMBER DICTATION
PEOPLE ARE
PRESENT CONTINUOUS
SUBJECT PRONOUN ‘WE’
UNIT 6 (A1) FORMAL INTRODUCTION OF OBJECT PRONOUNS
BRIEF DRILL ON SUBJECT AND OBJECT PRONOUNS
PRESENT CONTINUOUS DRILL
COMMON VERBS: SPEAKING, TALKING, LISTENING (WITH PREPOSITIONS)
GOING TO, GOING FROM, COMING FROM, COMING TO
THE ADVERB ‘BACK’ – GOING BACK, COMING BACK
DRILL REVIEW OF BOTH FORMS OF INDEFINITE ARTICLE
POSSESSIVE ADJECTIVES ‘MY & YOUR’
SAXON GENITIVE/POSSESSIVE ‘S’ – JACK’S, LUCY’S…
POSSESSIVE ADJECTIVES ‘HIS & HER’
POSSESSIVE ADJECTIVE ‘ITS’ & DRILL
PLURAL POSSESSIVE ADJECTIVES
NUMBERS
UNIT 7 (A1) NUMBERS
DAYS OF THE WEEK
‘THERE & TO BE’ – DUMMY SUBJECT
FURTHER DRILLS ON ‘THERE & TO BE’
‘SOME’ ‘ANY’ ‘HOW MANY’
‘NEAR’ AND ‘FAR FROM’
‘HOW MUCH’ AND UNCOUNTABLE NOUNS
MONEY IN THE BANK DRILL
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 DAYS OF THE WEEK REVIEW AND ORDINAL NUMBERS
UNIT 8 (A2) MONTHS & FULL DATES WITH DRILL
TIME
SALUTATIONS
IMPERATIVES & PHRASAL VERBS
PRESENT CONTINUOUS WITH MORE VERBS
UNIT 9 (A2) MORE PHRASAL VERBS
VERB TO HAVE, DON’T HAVE
INTERROGATIVE PRONOUN ‘WHOSE’
DRILLS WITH ‘TO HAVE’
AUXILIARY VERB ‘TO DO’
POSSESSIVE PRONOUNS
UNIT 10 (A2) FRACTIONS & PERCENTAGES; ‘IS THE SAME AS’
HOW OLD…?
AUXILIARY VERB ‘TO DO’ PLUS DRILLS
3RD PERSON SINGULAR ‘S’
ASK ME IF=DO YOU HAVE…?
WE/THEY HAVE
SHORT ANSWER PRACTICE
VAUGHAN WORLD STORIES
UNIT 11 (A2) TO HAVE BREAKFAST, LUNCH, DINNER…
FREQUENCY ADVERBS (ALWAYS, USUALLY, NEVER…)
PHRASES OF ADVERBIAL FREQUENCY (ONCE A WEEK, ONCE A YEAR…)
TO LAST
TO LIKE & TO ENJOY
TO TRY TO & TO MAKE AN EFFORT
PARTS OF THE BODY
DIRECT & INDIRECT OBJECTS
NEW POINT – MAKE AND DO (BRING FORWARD FROM 33.19)
UNIT 12 (A2) REFLEXIVE PRONOUNS
BOTH, NEITHER, ALL & NONE
FUTURE WITH ‘GOING TO’ AND DRILLS
UNIT 13 (A2) FUTURE WITH WILL (INTRODUCTION ONLY)
SHORT ANSWERS WITH WILL
FUTURE CONDITIONAL
PRESENT CONTINUOUS AS FUTURE
CAN & CAN’T
LIKE, AS WELL AS, AS FAST AS
UNIT 14 (A2) TO KNOW HOW TO
INDIRECT QUESTIONS
WAS & WERE PLUS DRILLS
TO BE BORN
COMPOUND USE OF WAS AND WERE
UNIT 15 (B1) NARRATIVE – AND THEN…
MUCH, MANY, A LOT OF
VERY LITTLE, VERY FEW
MORE THAN, LESS THAN, FEWER THAN
MUCH – LITTLE; MANY – FEW
COMPARATIVES
AS MUCH AS, AS MANY AS
NOT AS MUCH V. LESS; NOT AS MANY AS V. FEWER
UNIT 16 (B1) THERE WAS & THERE WERE
THERE WILL BE
UNIT 17 (B1) PEOPLE ARE – “THE PEOPLE IN PORTUGAL ARE PORTUGUESE AND THEY
SPEAK PORTUGUESE.”
SHORT ANSWERS – DRILL
IRREGULAR VERBS
UNIT 18 (B1) VAUGHAN WORLD ROUND 2
IRREGULAR VERBS DRILLS
UNIT 19 (B1) REGULAR VERBS IN PAST (3 CATEGORIES OF PRONUNCIATION)
SUPERLATIVES
ANYONE/ANDYBODY, SOMEONE/SOMEBODY, NO ONE/NOBODY,
EVERYONE/EVERYBODY
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 THE WEATHER
HOW FAR IS IT FROM…TO…
HOW LONG DOES IT TAKE
HOW LONG DOES IT TAKE YOU
HOW LONG DID IT TAKE YOU
UNIT 20 (B1) WHOSE AS A RELATIVE PRONOUN “HE’S THE MAN WHOSE SON IS A POET.”
STILL V. NOT ANYMORE
TOO V. ENOUGH
ENOUGH/TOO MUCH/TOO MANY
QUESTIONS WITH DOES & DID
UNIT 21 (B2) WAS GOING TO & INFINITIVE “HE WAS GOING TO OPEN THE DOOR.”
UNIT 22 (B2) PRESENT PERFECT SIMPLE (BRIEF THEORETICAL FORMULA)
PRESENT PERFECT SIMPLE DRILLS & SO FAR
HAVE YOU EVER BEEN TO…?
EVER/NEVER DRILL “WHEN WAS THE LAST TIME…?”
PRONUNCIATION PRACTICE: T & U – FUTURE, PICTURE, FURNITURE,
PRESENT PERFECT V. PAST “HOW MANY TIMES DID YOU CUT YOURSELF
LAST WEEK?” “AND SO FAR THIS WEEK?”
UNIT 23 (B2) THERE HAS BEEN & THERE HAVE BEEN
MODAL VERBS – HAVE TO, MUST, DON’T HAVE TO, SHOULD, SHOULDN’T
DRILL WITH SHOULD/SHOULDN’T/TO MUCH/SO MUCH/TOO MANY/SO MANY
DRILL WITH HAVE TO/DON’T HAVE TO
PRESENT PERFECT V. PAST
UNIT 24 (B2) PRESENT PERFECT CONTINUOUS – THEORY AND DRILLS
SIMPLE PAST V. PRESENT PERFECT CONTINUOUS
PRESENT PERFECT CONTINUOUS WITH NON-ACTION VERBS
STILL – YET – ALREADY – ANYMORE – VARIOUS DRILLS
NEVER & EVER WITH IRREGULAR VERBS
UNIT 25 (B2) TO BE ABLE TO – THEORY
WILL BE ABLE TO; WAS/WERE ABLE TO/COULD
MASTERING THE INTERROGATIVE
WHAT DOES HE LOOK LIKE? WHAT IS HE LIKE?
WOULD YOU LIKE TO…?
INDIRECT AND POLITE IMPERATIVES (I WANT YOU TO/HE WANTS YOU TO…)
EVER…NEVER & TO BE ABLE
UNIT 26 (C1) I WANT YOU TO/HE WANTS YOU TO/THEY WANT YOU TO…
MAY I/CAN I
TO LET
NEGATIVE QUESTIONS
THE SAME AS…DIFFERENT FROM/DEIFFERENT THAN
UNIT 27 (C1) DIRECT & INDIRECT IMPERATIVES
SO-SUCH
REPORTED SPEECH & PRESENT PERFECT
SHORT ANSWER DRILL
CONJUNCTIONS – ALTHOUGH/EVEN THOUGH/ANYWAY/IN ANY CASE
CONJUNCTIONS – HOWEVER/NEVERTHELESS
UNIT 28 (C1) OVERVIEW OF FUTURE, PRESENT & PAST CONDITIONALS
QUESTION DRILL PRESENT CONDITIONAL
LOGICAL CONCLUSION DRILL – PRESENT CONDITIONAL
CONJUNCTIONS – IN SPITE OF, DESPITE, IN SPITE OF THE FACT THAT,
DESPITE THE FACT THAT
CONJUNCTIONS – INSTEAD OF/RATHER THAN
REMIND V. REMEMBER
NEGATIVE OF THE INFINITIVE – TO BE OR NOT TO BE
UNIT 29 (C1) TO/FOR – WHAT DO YOU USE…FOR?
SISTER ROUTINE – SCRIPT FOR TELL TO ASK – PRESENT SIMPLE
CONJUNCTIONS – BECAUSE/BECAUSE OF/ON ACCOUNT OF/DUE TO
UNLESS (THE NEGATIVE OF IF)
EVEN/NOT EVEN
UNTI 30 (C1) LIKE V. AS
TO BE USED TO, TO GET USED TO
USED TO (PAST FORM)
WOULD RATHER
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 TO BE WORTH
IT’S WORTH IT/IT’S NOT WORTH IT
DON’T HAVE TO/DIDN’T HAVE TO/WON’T HAVE TO
UNIT 31 (C2) PAST CONDITIONAL QUESTION DRILL
PAST CONDITIONAL LOGICAL CONCLUSION ROUTINE
I WISH
THE PASSIVE VOICE
THE VERB ‘TO GET’
UNIT 32 (C2) THE UNCLE ROUTINE – SCRIPT FOR TELL TO ASK
LOOK LIKE, FEEL LIKE, TASTE, TASTE LIKE, SEEM, SEEM LIKE, SOUND,
SOUND LIKE, SMELL, SMELL LIKE
HOW IS…? WHAT IS SHE LIKE? WHAT DOES SHE LIKE?
PHRASAL VERBS – TO LOOK + PREPOSITION
OTHER PEOPLE
UNIT 33 (C2) PHRASAL VERBS – TO TURN + PREPOSITION
MOST PEOPLE, MOST BOOKS, MOST COMPANIES
MOST OF THE TIME
OTHER/ANOTHER/THE OTHER
WHICH ONE, THE BLUE ONES, THE ONE
***MAKE V. DO***
SHOULD HAVE/SHOULDN’T HAVE
MAY HAVE
MUST (LOGICAL CONCLUSION)
COULD HAVE
UNIT 34 (C2) AS LONG AS/PROVIDED THAT
QUITE, QUITE A LOT OF, QUITE A FEW, RATHER, SOMEWHAT
PHRASAL VERB – TO TAKE + PREPOSITION
THERE HAS BEEN/THERE HAVE BEEN
TO MEET V. TO KNOW
TO MEET V. TO MEET WITH
TO MEET (TO ARRNAGE A POINT OF ENCOUNTER)
UNIT 35 (C2) TO LOOK FORWARD TO
HOPE V. WAIT FOR V. EXPECT
WOULD YOU LIKE ME TO…?
IN CHARGE OF
IT DEPENDS
PLANNING TO + INFINITIVE
THINKING ABOUT + GERUND
UNIT 36 (C2) PHRASAL VERBS – TO GET + PREPOSITION
HAD BETTER/HAD BETTER NOT
SO DO I/SO DOES HE/NEITHER DO I/NEITHER DOES HE
TO AFFORD
PHRASAL VERBS – TO GIVE + PREPOSITION
REPORTED SPEECH
AS IF
IT DOESN’T MATTER
I DON’T CARE
WHETHER
UNIT 37 (C2) PHRASAL VERB – TO PUT + PREPOSITION
TO BORROW/LEND/TO OWE/A LOAN/A DEBT/TO ASK FOR A LOAN/TO PAY
BACK/TO GIVE BACK/TO RETURN/LONG-TERM/SHORT-TERM
ALMOST ALWAYS/HARDLY EVER/ALMOST EVERYONE/HARDLY ANYONE
UNIT 38 (C2) SUPPOSED TO
WHILE
IN THE MEANTIME
PLENTY OF
SHALL
THE FUTURE PERFECT
USEFUL/USELESS/HELPFUL/HELPLESS…
TRANSLATION LIST – EXPRESSIONS, ADJECTIVE ENRICHMENT
IT’S WORTH IT/IT’S NOT WORTH IT
UNIT 39 (C2) PHRASAL VERBS – TO PICK + PREPOSITION
TRANSLATION LIST – EXPRESSIONS
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 TRANSLATION LIST – ADJECTIVE ENRICHMENT
PHRASAL VERBS – TO MAKE + PREPOSITION
“ISMS” PRONUNCIATION – MECHANISM, COMMUNISM…
OUGHT TO
WILLING TO
TO HAVE TROUBLE + GERUND
UNIT 40 (C2) VERB VOCABULARY – PICTURE BOOK PAGE 98
PHRASAL VERBS – TO LEAVE + PREPOSITION
PHRASAL VERBS – TO KEEP + PREPOSITION
UNIT 42 (C2) PHRASAL VERBS – TO BRING + PREPOSITION
THE MORE…THE MORE
UNIT 43 (C2) PHRASAL VERBS – TO FALL + PREPOSITIONS
UNIT 44 (C2) THERE MAY BE/THERE DEFINITELY ISN’T/AREN’T
PHRASAL VERBS – TO BREAL + PREPOSITION
UNIT 45 (C2) PHRASAL VERBS – TO THINK + PREPOSITION
IF I WERE YOU
UNIT 46 (C2) SHOULD HAVE + PARTICIPLE
SHOULDN’T HAVE + PARTICIPLE
I’LL BE RIGHT UP/I’LL BE RIGHT BACK…
UNIT 47 (C2) REVIEW
UNIT 48 (C2) REVIEW
UNIT 49 (C2) REVIEW
UNIT 50 (C2) THERE WILL PROBABLY BE…

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Unit 1

1.1 a pen ( Picture 1) First, you point at each object and repeat its name, using the indefinite
a book article “a”. Then, after doing this once, go back and repeat one object,
a telephone looking at a student and gesturing him to repeat it or simply saying the
a chair word “repeat”.
a table
Continue on to the next object, etc.

1.2. Is this a pen? Point at the object and ask inquisitively: “Is this a…?” Make sure that you
are asking about the object that you are pointing at, because here, we
Yes, it is want to elicit only “Yes, it is”. You will have to feed the student the answer
the first time.

Ask at least 35 times, covering each object 7 times. This way, students
will become “masters” at saying, “Yes, it is”.

1.3. Is this a pen? On question number 36, for example, point at the book and ask: Is this a
No, it’s not. pen? The student will be at a loss as to what to answer and you simply
Is it a telephone? feed him: No, it’s not.
No, it’s not.
Is it a chair? If you feel more comfortable with the contraction: “No, it isn’t”, instead of
No, it’s not. “No, it’s not”, use the alternative. But be sure to be consistent with one or
the other; don’t teach both contractions at this point in time.
What is it?
It’s a book. This point is very important. Here, the student learns the question word
“what” in a natural, logical way. Notice that you should elicit three
negatives before asking, “What is it?” Notice also that in the second two
negatives, you say “Is it...?, not “Is this...”

Don’t deviate from natural English.

1.4. or Zoom right into these new images, with a full-blast session of
identifications: negative and affirmative.
a car
a train From now on, you will probably find it very useful to ask “or” questions (Is
a plane this a book or a chair?). This kind of question naturally elicits a long
a bus answer from the student (It’s a book).
a bicycle

1.5. Student questions Here, simply put the pictures in front of the student and say: QUESTIONS

(Is this a...?) Help the student to gain agility and confidence with the question format:
Is this a...?
(Is it a...?)
If you have a group class, have one student ask another. You remain as
the referee, intervening instantly if you hear a mistake or
(What is it?) mispronunciation. Work very, very hard on getting people to pronounce
decently, especially the contraction “it’s”. If you don’t insist now, your
students will probably never make the necessary effort to pronounce well.

1.6. Student summary and initiative: This is to practice simple, straightforward identification of objects. Also,
the student, for the first time, is saying “This is a...” (rather than “It’s a...”)

This is a book. This is a chair. This is a First, you yourself identify every object, touching it and saying: This is a...,
etc. Identify all 10 objects presented up to now.
telephone. Etc.
Then turn the task over the each student. Continue to have them do it
over and over again until you feel they’ve achieved admirable agility with
the form.

1.7. Student summary and initiative: This is a continuation of the above point, but the student is introduced to
the expression “This isn’t”.
This isn’t a... It’s a... This isn’t a… It’s a…
The teacher starts, points at the book, for example, and says: This isn’t a
This isn’t a… It’s a… etc. pen. It’s a book. Then, pointing at the chair, the teacher says: This isn’t a
book. It’s a chair. Etc.

Then each student must identify objects, first saying what they are not,
and then saying what they are.

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1.8 Is that a…? This point introduces the demonstrative pronoun: that

Yes, it is. Up to now, the student only knows the demonstrative pronoun “this”.
No, it’s not
“That” is used only when the object is clearly beyond the reach of the
What is it? speaker. If the speaker can touch the object, even if it is a picture image,
then the pronoun is “this”. If the object cannot be touched, then the
It’s a… pronoun is "that”.

Repeat the procedure used in point 1.3 above, except this time, use “this”
a window and “that” interchangeably, emphasizing very clearly the difference.
a door
a watch Example: point at the picture of the book and ask: Is this a book? After
a picture the student answers “Yes, it is”, then look up, point at the door and say: Is
a clock that a book? The student will say, “No, it’s not.
a coin
a ring
a pencil Then you ask: What is it?
a room
a pen (repeated)
a chair (repeated) If the student is not a complete beginner, he or she will say, “It’s a door”.

Otherwise, you must feed the student the answer: I don’t know
(I don’t know)
(Don’t explain the meaning of “I don’t know”. Simply raise your hands, shrug
your shoulders, look sheepish, and say “I don’t know”, pronouncing it in a
natural way. Make the student repeat the expression and no more. This
expression will be formally taught much later.)

For the demonstrative pronoun “that”, you will need objects that are not
drawn as pictures: a pen, a pencil, a coin, a window, a door, a chair out
of your reach, etc. You can add objects not included in the list shown on
the left, but make sure that whatever objects you use are common,
everyday objects.

1.9 It this a…? This is a straight continuation of the point above. Make the session flow
Is that a…? quickly and spontaneously.

Yes, it is.
No, it’s not.

What is it?

1.10 Student questions This is the same as point 1.5 on the previous page. The student is made
to ask the questions.
(Is this a...?)
Make sure that the student elicits two negative questions before eliciting
(Is it a...?) the final identification question:

(What is it?) Is that a…? (No, it’s not). Is it a…? (No, it’s not) What is it? (It’s a…)

(If you persistently train the student in the beginning to say things as you would
(Is that a…) naturally say them, then you will find your job quite a bit easier later on.)

(Is it a…)
Have the students ask a lot of questions to each other. Again, intervene at
(What is it?) all times and correct every single mistake, be it a grammar error or a
mispronunciation. Be inflexible at this point.

If you let pronunciation slide, then you will be doing a terrible disservice to
the student, who will later form sloppy habits of pronunciation.

If you let grammar mistakes go uncorrected, you are inadvertently

reinforcing bad habits and students will end up constantly “butchering” the
language when they reach a higher level. At this later point, it’s usually
too late to inject bone marrow into their invertebrate way of speaking and
the students are condemned to a messy form of speech for the rest of
their life.

Most importantly, however, the students usually realize when they make a
mistake. If their teacher doesn’t correct them, they sometimes get the
impression that the teacher is not doing his or her job. They may say
nothing about it at the moment, but they will sometimes ask for a teacher
change later on.
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1.11 Student summary and initiative: The student simply identifies objects. These include picture objects and
real objects around the classroom.
This is a... That’s a… This is a….
First, the teacher should do a round of identifications in order to illustrate
That’s a… This is a…. That’s a…. the procedure. The teacher should touch the objects when using “this”
and point at farther away objects when using “that”.
Etc.
Then, the student should take over and cover every object at least twice.
In fact, the student should continue doing this routine until he or she is
proficient in pronouncing “That’s” (with the apostrophe “s”).

Insist on the use of the contractions. It is simply too unnatural in everyday

English to do otherwise.

1.12 Student summary and initiative: Here we have a dilemma: should we have them use the contraction “That
isn’t…” or “That’s not”.

This isn’t a… It’s a… I recommend “That isn’t” in this particular case in order to maintain a form
more similar to “This isn’t”.
That isn’t a … It’s a…

Etc.

1.13 Unit review Go back over everything in this unit. Promote natural speed,
spontaneity, and self-confidence with the forms. At least 40%
of every sentence we say in English contains the third
person singular of the verb “to be”, that is, the form “is”.

In addition, the demonstrative pronouns “this” and “that”

appear in our speech hundreds of times everyday.

If you don’t spend all the time necessary drilling the forms in
this first unit so that the students know them forwards,
backwards, and blindfolded, then you’re getting off to a bad
start with them and you will pay the consequences within a
month’s time.

Even if it takes five sessions to get your students orally

fluent with these forms, you should take the time. It is time
very well spent. If you get impatient and want to move on,
then you are probably not cut out to be a language teacher.

This unit provides the most important

chemical element in the hard, concrete
foundation of the skyscraper we hope
to build with a student’s English. If this
chemical element (“this”, “that”, “it”,
“it’s”, “is”) is weak, the skyscraper will
become unstable around the 5th floor
and will go no higher.

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Unit 2

2.1 a map (pictures 2, 3, 4, and 5) Elicit “a map” with the question, “Is this a map”? Even pure beginners will
understand and say, “Yes, it is.”
of

the (formal introduction later) From this point on, drill in the usage of the preposition “of”.

a map of Europe
a map of North America and South America Is this a map of Europe? Yes, it is
a map of Asia No, it’s not.
a map of the world What is it?
It’s a map of Asia

Notice that we inadvertently introduce “the” when we teach “the world”. A

more formal introduction will come later.

2.2 in (pictures 2, 3, 4, and 5) “in” is the most important preposition in the English language.

where’s
“where” is one of the basic question words. Be sure to use it in a natural
way, that is, with the contraction (where’s…).

Follow the same question routine as in Unit 1:

Is Paris in Italy?

Yes, it is.
No, it’s not.

Is it in Spain? No, it’s not.

Is it in Germany? No, it’s not.
Is it in the United States? No, it’s not.

Where is it? It’s in France

Continue with this routine, covering all the countries and cities.

2.3 Student questions Have the students go over the maps, exhausting every possibility. Don’t
let them get away with being shy or lazy in formulating questions.
(pictures 2, 3, 4, and 5) Establish an atmosphere in which students realize that they must think
and take the initiative.

If your student balks or shows little initiative, simply say “more questions”
and wait. Soon, the student will learn to ask questions.

Once you become an experienced teacher, you will see that your
students exhibit only about 5% of the imagination that you must put into
play when teaching. Insist very early on with your students that they learn
to bring out their natural imagination. Otherwise, they will remain passive
and expect you to do all the work, spoon-feeding them week after week.

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2.4 a city Begin with this question: Is Madrid a city or a country?
a country
a town Once you have the answer, keep going over all cities and countries,
adding more to the list given in points 2.1 and 2.2. You can add a lot of
cities and countries if their English versions are close to Spanish
Is Spain a city or a country? (Indonesia, Tokyo, etc.).
Is Chinchón a city or a town?
Is Paris a city in France or a city in Spain? To differentiate between “city” and “town”, use Spanish towns that all
Etc. Spaniards know. If you are unfamiliar with these towns, here is a list a few
well-known towns, with their province:

Chinchón (Madrid), Sepúlveda (Segovia), Igualada (Barcelona), Denia

(Alicante), Trujillo (Cáceres), Béjar (Salamanca), Amposta (Tarragona),
Ocaña (Toledo), Lepe (Huelva), Chiclana (Cádiz), Don Benito (Badajoz),
Astorga (León), Pastrana (Guadalajara), Medina del Campo (Valladolid),
Valdepeñas (Ciudad Real), Montilla (Córdoba), etc.

As for Spanish cities, you can use: Madrid, Barcelona, Valencia, Bilbao,
Seville, Málaga, Zaragoza, Valladolid, Granada, Córdoba, Santander,
San Sebastián, Oviedo, Gijón, La Coruña, Vigo, Badajoz, Murcia, Cádiz,
Huelva, Tarragona, and most other provincial capitals.

As for countries around the world and major cities, use the maps.

2.5 the (definite article) Here we want to introduce the definite article “the” and continue
consolidating the prepositions “in” and “of”, together with the question
north, south, east, west, center word “where”.

in the north of Start by asking a lot of “or” questions referring to Spain:

in the south of
in the east of - Is Málaga in the north of Spain or in the south of Spain?
in the west of
Go on to other cities or towns and then simply ask questions with “where”.

If you feel the students know their geography, you can go on to cities like
Milan (in the north of Italy), Naples (in south of Italy), Munich (in the south
of Germany), etc.

Remember that you have already taught, indirectly, the form, “I don’t
know”. Therefore, you can ask geographical questions that elicit “I don’t
know” and then tell the student to ask you or another student the same
questions. Example:

- Where’s Toulouse? I don’t know. Ask Pedro where Toulouse is.

Pedro, where’s Toulouse? It’s in the south of France.

Spend some time on this routine. It’s important for students to gain a good
pronunciation of the preposition “of”.

2.6 a river (picture 5) Is the Nile a river in Africa or a river in Spain?

a street Is Broadway a street in New York or a street in Madrid?
a motorway, a highway Is the M-30 a motorway in Madrid or a motorway in Barcelona?

Is the Mississippi a city or a river? We introduce “river” and “street” now in order to introduce some
adjectives in the following point.

the Nile the Castellana the M-30

the Amazon Broadway the M-40
the Volga Fifth Avenue
the Rhine Madison Avenue
the Danube the Champs Elysées
the Mississippi the Vía Appia
the Ganges the Diagonal (Barcelona)
Sunset Boulevard
the Tajo Bourbon Street
the Miño Oxford Street
the Ebro Pennsylvania Avenue
the Duero La Gran Vía
the Guadalquivir
the Guadiana
the Manzanares

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2.7 big, small These are the first four adjectives your students should learn.

long, short You can question your students in two ways:

Is Madrid big or small? or Is Madrid a big city or a small city?

Is the Nile River long or short? or Is the Nile a long river or a short river?

You can also throw in pen, pencil, table, room, chair… whatever other
vocabulary words they know or might recognize:

Is Russia a big country or a small country?

Is Microsoft a big company or a small company?

In the second question, you haven’t taught the word “company” yet, but
students will surely recognize the word, especially if they recognize
“Microsoft”.

Long rivers Short rivers Long streets Short streets

the Nile the Manzanares the Castellana Arenal

the Amazon the Miño Alcalá Leganitos
the Mississippi the Tajuña Velázquez Barquillo
Etc. the Henares Serrano Ibiza
the Segura Dr. Esquerdo
In Spain: the Nervión
the Alberche
the Ebro
the Tajo
the Guadalquivir
the Guadiana
the Duero

2.8 Student questions Again, make sure your students ask quite a few questions.

Students at intermediate and advanced levels are usually very poor at

formulating the interrogative in English. This is partly because their
teachers never insisted on their gaining a mastery of this form. It’s easier
for the teacher to simply ask all the questions. The result is that whatever
proficiency Spaniards have with the English language, it is a proficiency in
the affirmative or explanatory form only.

2.9 REVIEW OF “WHERE” AND “WHAT” Ask up to 50 questions or more, mixing object identification with location
identification.

Again, don’t forget that you should use the contraction at all times.
Students must not be pampered excessively. Use the contractions.

What’s, where’s, it’s, that’s, isn’t, don’t (in “I don’t know”)

What’s this? It’s a country.

What country is it? It’s France
Is France in Europe? Yes, it is
Is it a big country or a small country? It’s a big country.
Etc.

13
Unit 3
3.1 Numbers 1 to 10 Most students will know these numbers. Simply have them demonstrate
their mastery of them before going on to the next point. However, make
sure that they really have them mastered.

3.2 Introduction of Johnson family (picture 6) This point is simply a slow introduction by the teacher of the Johnson
family. Notice that we use the demonstrative pronoun “this”.
Phillip, Nancy, Michael, Denise

This is Phillip Johnson

This is Nancy Johnson
Etc.

3.3 Is this Phillip Johnson? This is a very important point. It introduces the third question word after
“what” and “where”, that is, “who”.
Yes, it is.
However, it also establishes the fact that in English, we do not use “he” or
Is this Nancy Johnson? No, it’s not. she” until the person is identified.

Is it Phillip Johnson? No, it’s not. Notice how we use the question “Who is it?” It’s the same question we
ask to someone who is knocking at our door.
Who is it? It’s Michael Johnson.

3.4 Man, woman, boy, girl Who is this? It’s Phillip Johnson.
Is he a man or a woman? He’s a man
He, She Is he married or single? (point at at your ring finger) He’s married.

married Who is this? It’s Denise Johnson.

single Is she a boy or a girl? She’s a girl.
Is she married or single? She’s single.

Once we have identified the person (Phillip, Denise), then we switch to

“he” or “she”.

If you’re giving a group class, you can now go around the class asking
one student who the other one is:

Who is that? It’s Margarita

Is she a man or a woman? She’s a woman.
Etc.

3.5 Nationalities: (pictures 7 and 8) Introduce the following people in the pictures to your students:

He’s not… She’s not… Nigel Perkins – English

Phillip Johnson – American
English, American, Spanish, French, German, Inés García – Spanish
Italian, Japanese, Chinese, Russian Pierre Monet – French
Luigi Barghini – Italian
Teacher introduction style: Paula Eisenbach – German
Li Tong – Chinese
This is Nigel Perkins. He’s not German; he’s Aki Morita – Japanese
English. This is Phillip Johnson. He’s not Natasha Zarakovich – Russian
Japanese; he’s American. This is Inés
García. She’s not French; she’s Spanish. Etc.

14
3.6 What nationality is…? Here we have another dynamic routine to give the student a chance to
gain agility with:
Is Nigel Perkins French? No, he’s not.
Is he Spanish? No, he’s not. Yes, he is No, he’s not Yes, she is No, she’s not

What nationality is he? He’s English

3.7 Student questions Have each student go exhaustingly over the pictures of the family and the
nationalities. Train them into the following question routine:

Student: Is this Pierre Monet?

Teacher or other student: No, it’s not.
Student: Is it Nigel Perkins?
Teacher or other student: No, it’s not.
Student: Who is it?
Teacher or other student: It’s Phillip Johnson.
Student: Is he French?
Teacher or other student: No, he’s not.
Student: Is he German?
Teacher or other student: No, he’s not.
Student: What nationality is he?
Teacher or other student: He’s American.

Now pass on to another

person in the picture

3.8 Student summary and initiative: Go through all the people in the following pattern:

(informal Introduction of “and”.) This is Nigel Perkins. He is a man and he is English.

This is Inés García. She is a woman and she is Spanish.
Etc.

3.9 Student summary and initiative: Go through all the people in the following way. Include as well people
from your class if it’s a group class.

This isn’t Nigel Perkins. It’s Phillip Johnson. He isn’t English. He’s
American.
This isn’t Ines García. It’s Aki Morita. He isn’t Spanish. He’s Japanese.

Notice that it’s more natural to say “he isn’t” in this particular case
than “he’s not”. Use your judgement on adding this alternative
contraction. If the student seems to easily accommodate it, then go
ahead and employ the more natural form.

3.10 I, you, and, too These are the last two personal pronouns that need to be taught within
the singular forms (it, he, she, I, you). Later, we will introduce the plural
(implicit introduction of “me” and direct forms (we, they, you).
object “you”)
To introduce “I”, simply make statements like: I am a man. And you? I am
a man, too.

To introduce “you”, do the same: You are a man. And me? You are a
man, too.

Notice that we say: “and me?” At this point, we do not want to formally
teach "me”. It will come later with the rest of the object pronouns (him her,
us, them, etc.). However, when you say “and me?”, student will
understand you and respond properly.

I am in the room. And you? I am in the room, too.

I am English. And you? I am Spanish.

15
Unit 4
4.1 Numbers 1-20 If your students know the numbers well beyond 20, this doesn’t mean you
can go further ahead. If you clearly needn’t spend time on the numbers 1
to 20, then go on to the next point.

4.2 Review of I, you, he, she, too Teacher Student

Either I am a man. And you? I am a man, too

I’m not a woman. And you? I’m not a woman, either
(implicit introduction of “me” and direct I’m English. And you? I’m not English. I’m Spanish.
object “you”)

You’re not Japanese. And me? You’re not Japanese, either

You’re Spanish. And me? You’re not Spanish. You’re American.
You’re a man. And me? You’re a man, too.

Again, we have here the dilemma of which contraction to use: “you’re not”
or “you aren’t”. Many teachers recommend “you’re not” because it does
not deviate from the affirmative contraction “you’re” (you’re Spanish).

The following points expand vocabulary and other forms so that the
teacher can make use of many more ways to drill the verb “to be” in the
singular (I’m, you’re, he’s, she’s, it’s).

4.3 Where… from? Go through all the people in our pictures, as well as numerous famous
people. Be sure to stay among living people, as we can’t teach “was” yet.
Is Li Tong from China? Yes, he is.
Here’s a list of people that Spaniards usually know:
Is Phillip Johnson from China?
No, he’s not Felipe González (Spanish) Margaret Thatcher (English)
Is he from Spain? Hirohito (Japanese) Pelé (Brazilian)
No, he’s not. Robert Redford (American) Helmut Khol (German)
Where is he from? Sofia Loren (Italian) Michel Platiní (French)
He’s from the United States. Boris Yeltsin (Russian) Jacques Chirac (French)
Madonna (American) Ronaldo (Brazilian)
Antonio Gala (Spanish) Roberto Baggio (Italian)
Where are you from?

Where am I from? If more people occur to you, ask questions about them. Don’t worry about
throwing in too many nationalities. They can be absorbed now or later.
However, don’t drill in the more obscure nationality or country names. It’s
not important at this point that the students be agile with names like Korea
or Korean, or Canada or Canadian, or Chile or Chilean.

Make sure you ask each student where he or she is from, including the
town or village.

Where are you from? I’m from Spain.

Are you from Santander? No, I’m not.
Are you from Asturias? No, I’m not.
Where are you from in Spain? I’m from Cáceres.

4.4 tall – short If it’s a group class, go around the class asking about the other students,
pretty – ugly if they are tall or short.
fat – slim
Ask about cities, countries, provinces, etc. with “pretty” and “ugly”.
Are you tall or short?
Is Michael Jordan a tall man or a short man? Ask about the people in picture 7 as to being fat or slim and pretty or ugly.
Am I tall or short?
Is San Sebastián a pretty city or an ugly city? Ask about politicians or actors: Helmut Kohl, Michael Jackson, Montserrat
Is Avilés a pretty city or an ugly city? Caballé, Paul Newman, Boris Yeltsin, Danny Smith (Elicit: Who is he?)

Insert little tricks like this to elicit certain things from past lessons.

16
4.5 easy – difficult Is English an easy language or a difficult language? Spanish, French, …

language Is mathematics an easy subject or a difficult subject? Latin, History, …

subject
class Is this class easy or difficult for you?
(Ask a student to ask his or her classmates this same question)
for you
for me

4.6 rich – poor Are you rich or poor?

Is Spain a rich country or a poor country?
King Am I rich or poor?
Queen Is the President of the United States rich or poor? tall or short?
President Is the Queen of Spain rich or poor? Tall or short? Where’s she from?
Prime Minister Is the Prime Minister of Great Britain fat or slim?
Etc.

For rich and poor, you can go through the Spanish provinces. The
following is a list of the richest and poorest provinces in Spain:

rich poor

Madrid Cáceres
Barcelona Orense
The Balearic Islands Jaen
Cantabria Ciudad Real
Valencia Teruel
Seville Almería
Guipúzcoa Palencia
Vizcaja Cuenca
La Rioja Albacete
Zaragoza Badajoz

4.7 Adjective review Ask the students at least 30 questions with “or” about your country. If
you’re from the U.S., ask about the different cities and states? Example:

Teacher: Is California a big state or a small state?

Student: I don’t know.
Teacher: Ask me…
Student: Is California a big state or a small state?
Teacher: It’s a big state. Is it in the east or in the west of the United
States?
Student: I don’t know.
Teacher: Ask me.
Student: Is California in the east or in the west of the United States?
Teacher: It’s in the west of the United States. Is it rich or poor?
Student: I don’t know. Is it rich or poor?
Teacher: It’s rich. Is it pretty or ugly?
Student: I don’t know. Is it pretty or ugly? It’s pretty

Etc.

4.8 The colors (picture 9) The picture shows: black, white, red, yellow, blue, green, brown, orange,
purple, pink, and gray.

Simply have the students repeat over and over again the different colors
What color is this/that? in response to your question: What color is this?

Make sure they pronounce the colors well and that they are fairly agile in
reproducing the words.

17
4.9 Which (picture 10) This is a complicated point that requires a lot of time and practice. But if
you do it well, exhaust the possibilities of picture 10 and objects in your
Which one classroom, then you will probably see that your students are gaining
speed and confidence.
The (adjective) one
First, introduce the vocabulary the students don’t know (see column on
The one on/in/under/next to, etc. left).

a magazine Then, ask at least 30 questions. Here are examples:

a cassette
a lamp 1. Where’s the big book
a dog 2. Is the big book red?
a newspaper 3. What color is it?
an armchair (preview of point 4.11) 4. Is the green book on the table?
the floor 5. Where is it?
6. Is the big glass on the table or on the chair?
7. Is the small book on the big table or on the small table?
8. Which dog is on the floor, the big dog or the small dog?
9. Which one is on the armchair?
10. Where’s the newspaper?
11. Is the big lamp next to the armchair or next to the door?
12. Is the small table next to the door or next to the big table?
13. Where’s the small table?
14. Which pencil is the orange one, the one on the table or the one on
the floor?
15. Which one is the green one?
16. Is the pink book big or small?
17. Is the green pencil long or short?
18. Is the small dog on the floor or on the armchair?
19. What color is the big magazine?
20. Which dog is under the table, the big one or the small one?
21. Is the watch on the small book or on the big book?
22. Etc.

4.10 Student questions Don’t let them get away with asking only 3 or 4 questions. Make them
work.

4.11 an (picture 11) This is simply a picture to drill in the indefinite article “an”.

an apple The second half of the picture mixes vocabulary with and without “an”.
an orange
an armchair
an elephant Simply take advantage of these two pictures to practice an agility drill
an egg within the routines set out in Unit 1:

a diskette Is this a book? No, it’s not. What is it? It’s an apple.
an agenda
a calculator Etc.
a calendar
an envelope
a cat
a letter
a camera
a check
an airport
a computer

4.12 Review of: I’m In: affirmative Shoot out as many questions as occur to you, jumping from one thing to
you’re negative another (identification, location, color, nationalities, where from, etc.)
he’s interrogative
she’s If the student is struggling a lot, then he or she is either a very slow
it’s learner or you haven’t taught points 1.1 through 4.11 very well.

The next unit goes into the plurals (these, those, we, they). If you have
failed to get your students quite agile with the singular forms, then we’ve
got a big problem.

18
Unit 5

5.1 These are… (Picture 12) This point is simply a teacher identification of many objects, some in plural
Those are… form and some in singular form.

New words: The object of this point is to demonstrate as slowly and as clearly as
possible the difference in pronunciation between:
child – children
person – people This & These

That & Those

For “that” and “those”, you will have to prepare objects, putting some
within your reach and others out of your reach, or making use of two
windows or two doors, if your classroom has them, two lights or lamps,
two or more chairs.

Grab other students’ pens or pencils or cigarettes, bring them together in

order to say, “these are cigarettes” or “those are pencils”, etc.

5.2 Are these…? Here we have the classical routine. Again, the dilemma of which
contraction to use:
Yes, they are.
No, they’re not. No, they’re not vs. No, they aren’t

What are they? They are….

The natural contraction in the affirmative is “they’re” (pronounced “there”).
Are those…? We have maintained this contraction in the negative form too. However, if
you get better results with the other contraction, use it.
Yes, they are.
No, they’re not. This point is also the first introduction of the
What are they? They are…. personal pronoun: they

5.3 Mixing: You have plenty of objects in pictures and around you on the table to ask
a lot of questions. It’s very important for your students to gain a good
Is this a…? Yes, it is. command of the demonstrative pronouns. Why?
No, it’s not
What is it? It’s a… Because you will find that most students even at advanced levels don’t
manipulate the demonstrative pronouns very well. They confuse “this” and
“that” and often simply don’t use the plural demonstratives.
Are these…? Yes, they are
No, they’re not Therefore, try to consolidate the usage as well as possible NOW.
What are they? They’re…

Is that a…? Yes, it is.

No, it’s not
What is it? It’s a…

Are those…? Yes, they are

No, they’re not
What are they? They’re…

5.4 Student questions Don’t skip this point. Teachers have a tendency after several units to go
right past the “student questions” point. Maybe it’s because the student
already is made to ask questions in other points.

However, when students reach an intermediate level of English, hardly

any of them know how to formulate even the simplest question
constructions. That’s because you teachers prefer to do all the
questioning... it’s easier for you than to get after your students and make
them think and construct. What you end up doing is a disservice to your
students. Later they’ll suffer the consequences.

19
5.5 Numbers 1 – 100 Review 1 to 20 and the 30, 40, 50, etc. Then 21, 22, etc. Students who
don’t already know the numbers catch on quite quickly.

5.6 Number dictation This is the first of many points devoted to number dictation. You dictate
the numbers set out below and the students must write them on a sheet
of paper, after which you check them. The quickest way to check them is
to write the numbers yourself in large print on a sheet of paper. After the
dictation, you simply hold up the paper and the students check the
numbers themselves.

Even students with advanced levels very often misunderstand numbers.

You must establish an ongoing routine of practicing number recognition.

23, 18, 7, 93, 16, 33, 86, 76, 9, 14 stop and check
41, 99, 56, 61, 17, 70, 16, 60, 15, 50 stop and check
14, 40, 13, 30, 18, 80, 19, 90, 80, 18 stop and check
70, 17, 16, 60, 50, 15, 14, 40, 13, 30 stop and check
31, 11, 79, 12, 25, 18, 34, 19, 10, 67 stop and check

5.7 Number pronunciation This is the same exercise but for saying the numbers.

Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

5.8 People… are This review drills in a particular usage in English that is different from
Spanish.
Student initiative and summary:
In English we say: The people in China are Chinese.
The people in England are English Spanish speakers say: The people of China is Chinese.
The people in France are French
The people in Spain are Spanish This drill also reviews country names and nationalities.
Etc.
Use the maps in earlier pages to make sure you don’t skip major
countries. You can add more countries such as Mexico, Canada,
Denmark, etc.

The more you can drill in the form “people…are”, the better. Spanish
speakers never seem to learn this. They seem unable to break the habit
of saying “people…is”.

5.9 We are This is a brief, simple introduction of “we”. It is difficult to teach this
personal pronoun with the verb “to be” until we get into the present
Yes, we are continuous and action verbs. For the moment, here are some questions:
No, we’re not (or No, we aren’t)

sitting Are we in the classroom, in the street?

standing sitting or standing?
at the table sitting at the table or on the floor?
in Spain, in Madrid?
men, women (plural form) men, women?
tall or short?
teacher - student fat or slim?
English or Spanish? (You’re English and I’m Spanish)

Are you English or Spanish? (We’re Spanish)

teachers or students?
English students or French students?

5.10 Student questions Emphasize “are we…?” or “are you and María…?” etc.

5.11 Review of this/that vs. these/those “these/those” will need to be reviewed a little in every unit from now on.
Students tend to forget about the more complicated aspects of the
language and teachers tend to go to the easier, more fun aspects.

20
Unit 6

6.1 Review of “sitting/standing” in a chair, on the floor, at the table, in the classroom

in front of Are you sitting in front of me or behind me

behind Am I standing in front of you or behind you
(next to) Are you sitting in front of María or behind her
Are they sitting in front of us or behind us

Object pronouns: me, you, him, her, us Get up and walk around the classroom, asking questions and involving
them everyone as subjects and objects.

6.2. Formal presentation of object pronouns (Picture 13)

me, you, him, her, it, us, you, them This is not a picture. It is a table with the different pronouns and
possessive adjectives. At this point, you must only refer to the first two
columns: personal pronouns and object pronouns.

Go down the list, from first person singular through third person plural.
Say a simple sentence using the personal pronoun followed by a simple
sentence using the object pronoun. Examples:

I am sitting. Pedro is sitting in front of me.

You are at the table. I am in front of you.
He is next to María. María is next to him.
She is next to Antonio. Antonio is next to her.
Etc.

If you are teaching a private, one-to-one class, make use of some of the
images in picture 14.

6.3 With (Picture 14) Students tend to use the verb “to speak” when it would be more natural to
Normal use “to talk”.

Office Therefore, we recommend that, for the moment, you use “speak” only
Secretary when referring to a language and “talk” when one person is directly
Sports car addressing another (John is speaking English. He’s talking to Mary).

Speaking Is Philip Johnson in New York?

Talking Where is he?
Talking on the phone Is he with Nigel Perkins or Li Tong?
Listening to Is he sitting or standing?
Looking at Is he sitting at a table or in a train?
Is he sitting in an office?
Doing Is he speaking English or Spanish?
Is he talking to Nigel or to the secretary?
Talking to Is he looking at Nigel or at the secretary?
Talking about Is Nigel listening to Philip or listening to the radio?
Is Philip talking about the report or about the secretary?
What is the secretary doing?
Etc., etc.

Is Paula Eisenbach in the car?

Is she next to the car?
Is she sitting or standing?
Is she standing next to a sports car or a normal car?
Is she talking to a man or to a woman?
What language is she speaking?
Is she looking at the man or at the car?
Is the man looking at the car?
Is he looking at Paula?
Is he sitting or standing?
Where is he sitting?
Etc.

6.4 Student questions The first two scenes in picture 14 allow the student plenty of room for
questioning.

21
6.5 Asking him/her a question (Picture 14) Here we use the bottom two scenes to drill in the use of “ask” and the use
Asking him/her about… of object pronouns “him”, “her”, and “them”.

Pointing at Is Luigi Barghini in Paris or in Rome?

Where is he in Paris?
What langauge is he speaking?
Is he talking to Phillip Johnson?
Who is he talking to?
Is he asking him a question?
Is he asking the question in Italian or in French?
Is he asking about a train?
What is he asking about?
Is Pierre listening to him?
Is he looking at him?
Is he talking to him?
Etc.

Is Natasha sitting or standing?

Is she sitting on the sofa or on an armchair?
Is she sitting in front of the girls or behind them?
What language is she speaking?
Is she talking to the girls?
Who is she looking at?
What is she pointing at?
Is she asking a question?
Is she asking about the book or about the armchair?
Are the girls sitting or standing?
Are they sitting on the sofa or on the armchair?
Are they looking at the book or at Natasha?
Etc.

6.6 going to (Picture 15) Point at the plane or ship (you needn’t introduce “ship”; they’ll understand
going from… to it) and ask: Where’s this plane (or ship) going?

ship Elicit from the student: It’s going from …… to ……

Go through all the planes and ships, drilling the form “going to” and “going
from… to…”

6.7 coming from This time, you need to get up and start walking toward the door, asking
coming to “where am I going?”. The student will respond “You’re going to the door”.
coming from… to
Then, turn around a walk back toward the table, asking “Am I coming to
the table or going to the window? You’re coming to the table.
back (going back to, coming back to)
Then repeat this action until you’re sick and tired of it, eliciting “going to”
and “coming to”, as well as “coming from (the door) to the table”

The second or third time, insert “back”:

What am I doing now? You’re going back to the door.

And now? You’re coming back to the table.
And now? You’re going to the window.
And now? You’re coming back to the table.
Etc.

6.8 Review of definite articles “a” vs. “an” Notice how we skip back and forth between “a” and “an”. Make sure that
students acquire a smooth usage of “an”, linking it in a natural way with
(Picture 16) the noun that follows it:

an ambulance an aspirin
a light a notebook an apple (anápal)
an actor an ashtray
a question a lighter
an answer an umbrella
a key a truck

22
6.9 Numbers 1-1000 This is the second of many points devoted to number dictation. You
dictate the numbers set out below and the students must write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

Even students with advanced levels very often misunderstand numbers.

You must establish an ongoing routine of practicing number recognition.

234, 186, 17, 939, 167, 330, 866, 767, 98, 143 stop and check
411, 992, 564, 612, 175, 703, 167, 609, 150, 507 stop and check
148, 406, 136, 301, 184, 808, 195, 90, 18, 287 stop and check
70, 17, 16, 60, 50, 15, 14, 40, 13, 30, 19, 90, 80, 18 stop and check
311, 111, 791, 122, 250, 189, 343, 195, 104, 677 stop and check

6.10 Number pronunciation This is the same exercise but for saying the numbers. Be sure students
say “and” between the hundreds and the tens (2 hundred and fifty).

Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

6.11 my, your Here we begin possessive adjectives.

Simply point at an object that both you and the students have, and say:

- This is my book.
- That’s your book.
- This is my pen.
- That’s your pen
- Etc.

After this, drill the form with the typical questions:

Is this my pen or your pen?

Is that your tie or my tie?
Are these your cigarette’s or my cigarettes?
Are those your notes or my notes? (Students will recognize this word
even if it hasn’t been taught)

6.12 Student questions Have the students ask questions exactly as you asked them in the last
point. Continue to insist on this, so that they can master “is this”, “is that”,
“are these”, “are those”.

6.13 Maria’s, Paco’s, etc. This is a first, very brief introduction of the Saxon genitive. It’s very easy
for the students to grasp the logic of the form. However, don’t teach it
thoroughly or drill it yet. It will come later.

You say: This is my book. That’s Paco’s book. That’s your book. This is
Maria’s book, etc.

The important thing is to concentrate on the possessive adjectives here,

not to teach the Saxon genitive. However, it helps you flow smoothly into
the next point (6.14).

6.14 his, her Point at a third student, address another, saying: Is this my book or his
book? Are those your notes or her notes. Etc. Go over all the available
objects in the classroom that belong to you or to your students. If you’re
giving a private class, create two imaginary people, a man and a woman,
and seat them on opposite sides of the table. Call them something simple,
like Betty and Frank.

Teaching this point often requires setting up some “theatrical props”.

23
6.15 its It’s difficult to teach this possessive adjective. Some people draw a
picture of a dog with a bone in its mouth, but this is forcing the issue.
…is famous for its…
The most natural way is to ask about places that are famous for some
reason:

Is Paris famous for its art or for its beer?

What is Scotland famous for? It’s famous for its whiskey.

Here is a list of places in Spain that are famous for specific things. You
needn’t teach the vocabulary, though some of the words are very relevant
for teaching at this time (wine, shoes, walls, university)

Valdepeñas its wine

Elda its shoes
Rioja its wine
Elche its shoes
Guisando its bulls
Segovia its aqueduct
Avila its walls
Deusto its university
Santiago de Compostela its cathedral, its students, its rain
Albacete its knives
Salamanca its university
Jerez its sherry
Lepe its jokes, its strawberries

6.16 our, their, your (plural) This point is difficult to teach without a quick props setup.

side (of the table) If you’re giving a group class in a company, ask “Is this my company or
your company (gesturing to all the students but addressing only one).

Look at a student on your side of the table (hopefully it’s not a round
table) and ask “Is this book on our side of the table or on their side of the
table?”. Then cover all the objects possible, drilling “our” and “their”.

Insist that students pronounce “their” like “there”. Spaniards tend to

pronounce it like “layer”, even at advanced levels.

Introduce the plural “your” only as a word within your questions:

Are those your books or our books? (pointing at several books) They’re…
Are these your pens or our pens? They’re…

6.17 Review of colors and possessive adjectives Do the following question routine:

Teacher: Is Maria’s notebook blue?

Student: No, it’s not. Her notebook is white.

Teacher: Are Paco’s shoes white?

Studen: No, they’re not. His shoes are brown.

Etc.

6.18 Review of “this-that” & “these-those” Repeat points 5.1 through 5.4

Sorry if this seems redundant, but if you don’t insist on students saying
“these” and “those” hundreds of times, they’ll probably inadvertently
banish them from their vocabulary.

24
Unit 7

7.1 Numbers up to one million Have the students share the task, one number after another, of counting
as follows:

1000, 2000, 3000, 4000, 5000, 6000, 7000, 8000, 9000, 10,000, 20,000,
30,000, 40,000, 50,000, 60,000, 70,000, 80,000, 90,000, 100,000,
200,000, etc. up to one million.

1500, 2,500, 3,500, 4,500, etc., just like above and up to 9,500

15,000, 25,000, 35,000, etc., up to 95,000

17,500, 27,500, 37,500, etc. up to 97,500

150,000, 250,000, 350,000, etc. up to 950,000

175,000, 275,000, 375,000, etc. up to 975,000

125,000, 225,000, 325,000, etc. up to 925,000

7.2 Number dictation This is the third of many points devoted to number dictation. You dictate
the numbers set out below and the students must write them on a sheet
of paper, after which you check them. The quickest way to check them is
to write the numbers yourself in large print on a sheet of paper. After the
dictation, you simply hold up the paper and the students check the
numbers themselves.

Even students with advanced levels very often misunderstand numbers.

You must establish an ongoing routine of practicing number recognition.

2,434 – 1,867 – 1,729 – 9,391 – 1,677 – 3,308 stop and check

4,111 – 9,922 – 5,647 – 6,112 – 1,756 – 7,037 stop and check
1,481 – 4,060 – 1,364 – 3,019 – 1,841 – 8,082 stop and check
57,500 – 243,000 – 86,200 – 951,000 – 32,800 stop and check
873,000 – 457,500 – 263,800 – 657,500 – 1,000,000 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

7.3 Number pronunciation This is the same exercise but for saying the numbers. Be sure students
say “and” between the hundreds and the tens (2 hundred and fifty). They
often tend to insert the “and” between the thousands and the hundreds
(one thousand & five hundred), which is wrong.

Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

7.4 Today, tomorrow, yesterday Introduce the days by saying: Today is….. Tomorrow is….
Yesterday… was
was (informally introduced here)
Don’t worry about “was” for the moment. Concentrate on the days of the
Monday, Tuesday, Wednesday, Thursday week.
Friday, Saturday, Sunday
Have each student repeat the seven days several times. Insist on good
pronunciation of Tuesday, Wednesday, and Thursday.

25
7.5 There’s a/an… Simply go around the room and over the objects on the table saying
Is there…? something like:

Yes, there is
No, there’s not - There’s a book in front of me (point at it)
- There’s a wall behind me
- There’s a window behind Paco
- There’s a pen in my pocket
- There’s a yellow notebook on the table (make sure there’s only one)
Etc.

Make sure that you stay in the singular for the moment.

After the demonstration, have the students do the same. Then ask
questions, eliciting “Yes, there is” or “No, there’s not” (or “there isn’t”)

7.6 Student questions Have them ask about everything in view or in their pockets. Keep them in
the singular and don’t let the “show-offs” formulate questions with “How
many…”. We don’t want to teach this yet.

7.7 There’s a/an (Picture 17) Notice that we do not teach yet “there are”. Stay in the singular or
There’s some uncountable. For example:

There isn’t a/an

There isn’t any There is some ice in the glass
There is some paper on the printer

First, make the students identify the objects. If they don’t know them, give
them the answers (…It’s ice, etc.)

Then ask the typical questions requesting the location of each object and
using the following preposations:

on, in, under, next to, behind, in front of

Is there an agenda under the glass? No there isn’t.

Where is there an agenda? There’s an agenda on the table, under the
ink.

The question “Where is there an agenda” is a little forced, but use it in this
particular drill simply to expose them to the question form “…is there…”.

7.8 Student questions Make sure that they ask about the uncountables as well as the countables
(paper, ink, ice, water, toner)

Is there a bottle of ink on the table? Yes, there is

Is there any ink in the bottle? Yes, there is.
Etc.

26
7.9 There are some… (Picture 18) Here we start with the plural.
There aren’t any…
First, the teacher goes around the picture, identifying objects,
How many…? emphasizing “some” or “a”:

There is a sofa in the room, there are some tables, there are some
magazines on the table, there are some toys on the floor, there are some
armchairs in the room, etc.

Then the students follows up identifying them once again.

After this, the teacher starts questioning in the following manner:

Is there a chimney in the room? Yes, there is

Are there any toys on the floor? Yes, there are
How many toys are there on the floor? There are four
How many toy soldiers are there? There are two.
How many toy trucks are there? There is one.
Are there any curtains in the room? Yes, there are.
Is there a sofa in the room? Yes, there is
Is there a table in front of the sofa? Yes, there is
Are there any magazines on the table? Yes, there are
How many magazines are there on the table? There are three.
Etc.

7.10 How many (contd.) Now we ask hundreds of questions with “how many”.

How many people are there in Madrid?

Ask me how many people there are in my country.
How many people are there in this company?
How many elephants are there in this room?
How many students are there in this room?
How many provinces are there in Spain? (50)
Ask me how many states there are in the United States. (50)
Etc.

7.11 Near Segovia is near Madrid

Far from New York is far from Madrid

Ask questions about cities relative to Madrid:

Is Barcelona near Madrid or far from Madrid?

More cities: Guadalajara, Málaga, Toledo, Cuenca, Santander, Avila,

Granada, Chinchón, Gibraltar, Leganés, Alicante, Talavera,
Vigo, etc.

7.12 Near (contd.) This point has two objectives:

1. To drill in the use of “near” without “to” or “of” after it. Spaniards tend
to say “near to” or “near of”
2. To continue drilling in “there is”

Is there a cinema near your house?

Is there a cinema near here?
Ask Pedro if there’s a cinema near his house.

These three questions can be your basis for this point. The following are
more places that can possibly be near someone’s house or office:

a park a subway station a theater a restaurant

a beach a highway a newsstand a golf course
a gas station a computer shop a church a stadium
a supermarket an office building a school a university
a bus stop a bookshop a bar a hospital
a factory a nuclear plant a pharmacy shopping center
a tobacco shop a bank a train station an airport

27
7.13 Some (Picture 19) First, we want to teach “some” as a separate word:

In picture 19, ask:

Where are the cigarettes? Some are in the pack and some are on the
table.
Where’s the wine? Some is in the bottle and some is in the glass
Where’s the water? Some is in the bottle and some is in the glass
Where are the cigars? Some are in the pack and some are on the chair
Where are the books? Some are on the table and some are on the chair.
Etc.

7.14 Review of “How many” This exercise is only for plural countables.

Are there any books on the chair? Yes, there are

How many books are there on the chair? There are three.
Etc.

7.15 Student questions Have them ask two types of questions:

First and most important, questions with “is there” and “are there”:

Is there any wine in the bottle? Is there any water on the chair? Etc.

Second: How many… are there…? (plurals only)

7.16 How much (Picture 20) Here we only introduce “how much”. It will be drilled much more
thoroughly later with the verb “to have”.
money
pocket Also, it’s important to insist now, at this early point, on the correct
wallet pronunciation of “money”. Spaniards usually pronounce the “o” in a very
closed fashion, as in “poney”. They also pronounce the “ey” at the end of
“money” like a long “a” in English

You must insist that it be pronounced like “funny”. You might use Spanish
at this point and say: “dinero gracioso” = “funny money”

Use picture 20 to drill in “how much” and the pronunciation of “money”.

Also, let the students know that although the dollar amounts are plural, we
use the singular: There is $27 in account number 43.

How much money is there in account number 17?

How much money is there in account number 33?
Etc.

Later: How much money is there in your left/right pocket?

How much money is there in your wallet?

7.17 Student questions (Picture 20) Have the students ask each other the same questions as above.

7.18 Review of the days of the week Here we review the days while introducing “before” and “after” and the
ordinal numbers (first, second, etc.)
before
after Teacher: What day is before Tuesday?
between Student: Monday is before Tuesday.
Teacher: What day is after Tuesday?
ordinal numbers Student: Wednesday is after Tuesday. Etc. (exhaust the possibilities)
Teacher: What day is between Tuesday and Thursday?
Etc.

Teach “first” through “seventh” for now.

Teach the student to say the following: The first day of the week is
Monday. The second day of the week is Tuesday, etc., up to the seventh
day (Sunday).

28
7.19 Ordinal numbers (contd.) Teach 1st through 99th

It’s usually easy to teach this. Have the students count from one to twenty
in ordinal numbers. Insist on the proper pronunciation of “twentieth”,
“thirtieth”, etc.

Then have them count from 21 to 30 in ordinal number, from 31 to 40, etc.

7.20 Saxon genitive (Sandro’s father) (Picture 21) Point 6.13 above introduced this form briefly. This is a full-blown drill
pattern.

father father-in-law With picture 21, train the students into the following drill:
mother mother-in-law
parents sister-in-law You say, for example: Giovanni – Natalia
children brother-in-law
son son-in-law The student says: Giovanni is Natalia’s husband
daughter daughter-in-law
brother grandparents Teacher: Natalia – Luigi
sister grandchildren Student: Natalia is Luigi’s mother
cousin grandfather
nephew grandmother Teacher: Roberto – Ana
niece Student: Roberto is Ana’s brother

Etc.

You can spend half an hour on this family tree if you want. Make sure the
students learn the names in English for family relationships, especially the
ones that are always hard to remember like “niece” and “nephew”.

Don’t stop the exercise until the students gain a “feeling” for the Saxon
genitive (Sandro’s father…)

7.21 The first Simply go to any page of the picture book that has several pictures in it
The last and point to the first or that last image and ask “Is this the first picture or
the last picture?” Do the same with the first and last page of the picture
picture book.
page

29
Unit 8
8.1 Number dictation This is the fourth of many points devoted to number dictation. You dictate
the numbers set out below and the students must write them on a sheet
of paper, after which you check them. The quickest way to check them is
to write the numbers yourself in large print on a sheet of paper. After the
dictation, you simply hold up the paper and the students check the
numbers themselves.

Even students with advanced levels very often misunderstand numbers.

You must establish an ongoing routine of practicing number recognition.

5,812 – 31,827 – 11,026 – 98,414 – 133,610 – 83,818 stop and check

44,141 – 153,274 – 57,907 – 61,112 – 11,589 – 6,016 stop and check
824,987 – 73,647 – 22,201 – 431,812 – 9,989 – 2,822 stop and check
94,200 – 283,760 – 25,303 – 414,440 – 17,720 – 3,671 stop and check
753,210 – 699,234 – 551,018 – 7,700,000 – 1,400,000 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

8.2 Number pronunciation This is the same exercise but for saying the numbers. Be sure students
say “and” between the hundreds and the tens (2 hundred and fifty). They
often tend to insert the “and” between the thousands and the hundreds
(one thousand & five hundred), which is wrong.

Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

8.3 Review of the days of the week 1) Briefly review “before”, “after”, and “between” as set out in point 7.18
(Monday is after Sunday, etc.)
(Picture 22)
2) Do the following game. It’s a lot of fun. Make sure you have a watch
with a second hand.

Teacher (taking off watch): I am going to time you with the days of the
week. You start, Pedro, with Monday, and we’ll go around the room.
When a student reaches Sunday, the next one starts on Monday again.
Each time we hit Monday again, I will put a mark on my paper. At the end
of one minute, we’ll multiply my marks by seven to see how many days of
the week you were able to say in one minute. The world record is 67.

Then start the game, but you mustn’t let them continue if someone
mispronounces a day. You must insist that each day be pronounced
properly, which often slows down the speed. If you do this exercise, once
every day, in pursuit of the world record, your students will slowly start to
gain agility and correct pronunciation with the days of the week.

8.4 Review of ordinal numbers 1) Go through the days of the week again: the first day of the week is
Monday. The second day of the week is Tuesday. Etc.

2) Count in ordinal numbers up to the 99th. It may take a while, but by

doing this a lot in the early stages of learning English, students will
seldom make mistakes later on.

8.5 Months of the year (Picture 22) Use ordinal numbers to teach the months: The first month of the year is
January. The second month of the year is February. Etc.

Also, you can continue to review “before”, “after”, and “between”, this time
with the months.

30
8.6 Dates Teach the dates only as we naturally say them:

Christmas British form: the 3rd of June

birthday American form: June 3rd

When…? Introduce “when” in the standard way:

Is Christmas on June 3rd? No, it’s not

Is it on July 6th? No, it’s not.
When is it? It’s on December 25th

Ask when the following dates are:

New Years day

Three Kings day (Reyes)
El Pilar (Oct. 12)
the Constitution day (Dec. 6)
Your birthday
Your wife’s/husband’s birthday (son, daughter)

8.7 Student questions Have each student ask others when their birthday is, when their spouse’s
birthday is, their children’s birthdays, etc.

8.8 Dates (contd) (Picture 22) This point will appear now and in every unit from now on. It is a constant
review of how to say days and dates in a normal way, especially in
business situations.

Teacher: We are going to go through a complete month in the following

way: Monday, the first. Tuesday, the second. Wednesday, the third.
Thursday, the fourth. Friday, the fifth. Saturday, the sixth. Sunday, the
seventh. Monday, the eighth. Tuesday, the ninth. Etc. etc. etc. until the
31st.

I repeat: This point will reappear in every unit.

Even very advanced students of English don’t know how to say the dates
properly. It’s because no one bothered early on to really drill it into them.

8.9 The years (Picture 22) Teach the years that appear in Picture 22 and more if you want.

8.10 What time is it? (Picture 23) American way: Digital – It’s 11:05
British way: Analog – It’s five past eleven
o’clock
Use whichever way you naturally use. Don’t use other versions like “five
Telling time after eleven”, as these versions are less standard.

Standard American way Standard British way

It’s one o’clock It’s one o’clock

It’s one o’ five It’s 5 past one
It’s one-ten It’s ten past one
It’s one-fifteen It’s a quarter past one
It’s one twenty It’s 20 past one
It’s one twenty-five It’s 25 past one
It’s one thirty It’s half past one
It’s one thirty-five or 25 to two It’s 25 minutes to two
It’s one forty or 20 to two It’s 20 minutes to two
It’s one forty-five or a quarter to two It’s a quarter to two
It’s one fifty or 10 to two It’s 10 minutes to two
It’s one fifty-five or 5 minutes to two It’s five minutes to two

31
8.11 Salutations Here you simply have to do a role play. Most students already know these
forms, but you need to confirm this at this point.
Good morning, afternoon, evening, night

Hello, hi If students ask about the difference between “afternoon” and “evening”,
say that the “afternoon” is a time after lunch in which people are still
Goodbye working, with the usual stress, while the “evening” is a period when
people are no longer working and are usually more relaxed.
See you later, tomorrow

How are you? How are you doing? Some teachers like to say that the evening starts with your first whiskey.

Very well, thank you

Fine, thank you Make sure that students know that “good night” is a nighttime “goodbye”
and that it should not be used as a salutation.

8.12 Review of “going from/to” Review (Picture 15)

8.13 Imperatives (commands) Teacher: Repeat to me: Get up

Student: Get up!
Introduction to present continuous Teacher: What am I doing?
Student: You’re getting up.
doing
opening Teacher: Tell me to go to the door. (help the student to understand “tell me”)
closing Student: Go to the door!
going (review) Teacher: What am I doing?
coming Student: You’re going to the door.
going back
coming back
getting up Teacher: Tell me to open the door.
sitting down Etc.
writing
reading Teacher: Tell me to come back to the table
Etc.
review of the preposition “with”
Teacher: Tell me to sit down
quickly Etc.
slowly
Teacher: Tell me to write my name on this piece of paper
Etc.

Teacher: Tell me to write it with a pen.

Etc.

Teacher: Tell me to write it in the center of the page.

Etc.

Teacher: Tell me to read it.

Etc.

Teacher: Tell me to read it quickly

Etc.

Teaher: Tell me to read it slowly

Etc.

Go over this exercise again and again and again, making sure the
students are agile with the imperative and with the present continuous
form.

32
8.14 Present continuous (Pictures 24 & 25) Picture 24 – first image: talking to, listening to, looking at, pointing at or to,
smoking, showing, on the wall, why isn’t…?
Why
Because Exhaust all the possibilities. Ask the following question at some point:
Why isn’t Phillip looking at Nigel? (Because he’s looking at the map).
windy
homework Picture 24 – second image: sitting, reading, listening to, coming into,
headphones bringing, looking at, smiling.
video game
television / TV Picture 24 – third image: walking, running, raining, carrying, looking at,
potato chips / potato crisps calling

Picture 24 – fourth image: riding, snowing, windy, playing, looking at,

smiling

smoking filling Picture 23 – first image: eating, drinking, filling, laughing, smiling, talking,
showing laughing looking at, having lunch
smiling having lunch
running watching Picture 25 – second image: watching, sitting, eating, wearing, listening to,
walking wearing playing, writing, doing homework, raining, windy
raining snowing
carrying sleeping Picture 25 – third image: snowing, sleeping, wearing, looking out, eating
calling looking out
riding leaving Picture 25 – fourth image: leaving, saying goodbye, standing, wearing,
playing saying goodbye carrying, taking, saying something, laughing, shining
eating shining
drinking

8.15 Student review Each student should take pictures 24 and 25 and go over them orally,
saying what each person is doing.

The teacher should remind students constantly of the names of the

people, as they will appear off and on throughout subsequent units.

8.16 Student questions Have them question each other or question you (if it’s a private class)
endlessly. Help them to acquire good questioning habits. They must be
agile with the interrogative, placing the auxiliary verb "to be” before the
subject.

Example:

What is Nigel doing?

Is he looking at Phillip or at the map?
Is Phillip looking at Nigel or at the map?
Is Phillip talking to Nigel or to Denise?
Etc.

Note: Insist on the verb “to talk” as opposed to “to speak”. Students tend
to use “to speak” always because it’s easier. However, they use it often
when the more natural verb is “to talk”.

The final part of this unit is very important. If your students have been taught well up to
this point, then they know close to 40 verbs in the continuous form. In the following units,
we will continue to enrich their verb vocabulary. However, make sure that they are
comfortable and agile with the present continuous form in all persons (I, you, he, she, it,
we, they).

33
Unit 9

9.1 Number dictation This is the fifth of many points devoted to number dictation. You dictate
the numbers set out below and the students must write them on a sheet
of paper, after which you check them. The quickest way to check them is
to write the numbers yourself in large print on a sheet of paper. After the
dictation, you simply hold up the paper and the students check the
numbers themselves.

Even students with advanced levels very often misunderstand numbers.

You must establish an ongoing routine of practicing number recognition.

2,185 – 72,813– 62,011 – 41,489 – 106,331 – 81,838 stop and check

14,144 – 472,351 – 70,975 – 21,116 – 98,511 – 6,106 stop and check
789,428 – 74,637 – 10,222– 281,134 – 9,899 – 2,282 stop and check
57,900 – 607,382 – 30,325 – 404,414 – 20,771 – 1,763 stop and check
102,357 – 432,996 – 810,155 – 9,100,000 – 3,600,000 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

9.2 Number pronunciation This is the same exercise but for saying the numbers. Be sure students
say “and” between the hundreds and the tens (2 hundred and fifty). They
often tend to insert the “and” between the thousands and the hundreds
(one thousand & five hundred), which is wrong.

Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

9.3 Second review of the days of the week 1) Briefly review “before”, “after”, and “between” as set out in point 7.18
and reviewed in point 8.3 (Monday is after Sunday, etc.)
(Picture 22)
2) Do the game explained in point 8.3.

Teacher (taking off watch): I am going to time you with the days of the
week. You start, Pedro, with Monday, and we’ll go around the room.
When a student reaches Sunday, the next one starts on Monday again.
Each time we hit Monday again, I will put a mark on my paper. At the end
of one minute, we’ll multiply my marks by seven to see how many days of
the week you were able to say in one minute. The world record is 67.

Then start the game, but you mustn’t let them continue if someone
mispronounces a day. You must insist that each day be pronounced
properly, which often slows down the speed. If you do this exercise, once
every day, in pursuit of the world record, your students will slowly start to
gain agility and correct pronunciation with the days of the week.

9.4 Second review of ordinal numbers 1) Go through the days of the week again: the first day of the week is
Monday. The second day of the week is Tuesday. Etc.

2) Count in ordinal numbers up to the 99th. It may take a while, but by

doing this a lot in the early stages of learning English, students will
seldom make mistakes later on.

9.5 Second review of months of the year Use ordinal numbers to review the months: The first month of the year is
January. The second month of the year is February. Etc.
(Picture 22)
Also, you can continue to review “before”, “after”, and “between”, this time
with the months.

34
9.6 Review of dates Teacher: We are going to go through a complete month in the following
way: Monday, the first. Tuesday, the second. Wednesday, the third.
(Picture 22) Thursday, the fourth. Friday, the fifth. Saturday, the sixth. Sunday, the
seventh. Monday, the eighth. Tuesday, the ninth. Etc. etc. etc. until the
31st.

This point will reappear in every unit.

Even very advanced students of English don’t know how to say the dates
properly. It’s because no one bothered early on to really drill it into them.

9.7 Review of telling time American way: Digital – It’s 11:05

British way: Analog – It’s five past eleven
(Picture 23)
Go over picture. If the students are quick, teach both the British and
American forms.

9.8 Review of salutations Review:

Add other niceties: Good morning, afternoon, evening, night

Hello, hi
- Excuse me Goodbye
- I’m sorry See you later, tomorrow
- How do you do (first introduction) How are you? How are you doing?
- Pleased to meet you Very well, thank you
- It’s a pleasure Fine, thank you

9.9 Review of imperatives Here’s the recommended routine:

Introduction of indirect imperatives Private class: Group class:

(Tell him to go to the door, etc.)
Teacher: Pedro, tell me to get up. Teacher: Pedro, tell María to tell me
Pedro: Get up to get up.
Teacher: What are you telling me? Pedro: María, tell the teacher to
Pedro: I’m telling you to get up. get up
María: Get up
Teacher: Tell me to go to the door. Teacher: Paco, what is María telling
Etc. me?
Paco: She’s telling you to get up

Teacher: Now, Paco, tell Pedro to

tell me to go to the door.

Etc.

9.10 Continuation of the above point with new Have them order you to get up and take things to the door and bring them
verbs back to the table again and again. When you follow their order, always
ask them: What am I doing?
Take
Bring (review) Have them order you to put things on the table, chair, floor, etc.
Put
Put on Have them order you to take off and put on your watch / your ring again
Take off and again
Put into
Take out of Have them order you to put things into your pockets and take them out
again and again.

This point introduces a couple of phrasal verbs. However, they are very
important, everyday verbs. The routine of questioning about “putting
on/taking off” and “putting into/taking out of” can be gone over briefly in
every class. After a month or so, touching on them every class, most
students handle them superbly.

35
9.11 I have This is the first introduction of the present simple. Take it slowly and
you have carefully.

Teacher: I have a watch (pointing at your watch). And you?

Student: I have a watch, too
Teacher: I have a house in Spain. And you?
Student: I have a house in Spain, too.
Etc.

Teacher: You have ring. And me?

Student: You have a ring, too.
Etc.

9.12 I don’t have I don’t have a Rolls Royce. And you?

I don’t have a Rolls Royce, either.
I don’t have a million dollars. And you?
I don’t have a million dollars, either.
Etc.

You don’t have three wives/husbands. And me?

You don’t have three wives/husbands, either.
Etc.

We recommend that you not teach: ”I haven’t got” or “I haven’t”

Of course, the expression “have got” is used universally, especially so in

the U.K. However, it converts the verb “to have” into somewhat of an
irregular verb. It’s better at this point in time to treat the verb “to have” the
same as we will treat other verbs in the present simple starting in the next
unit.

I don’t go
I don’t have

In addition, remember that when we speak of meals, we cannot say: “I

haven’t got lunch at home”. We must say “I don’t have lunch at home”.

And finally, when we go into the past tense, we say “I didn’t have enough
money yesterday”… not “I hadn’t got enough money…”.

9.13 The house (Picture 26) Go through the house, asking the typical identification questions:

Review of Saxon genitive Is this the kitchen? No it’s not.

What is it? It’s the living room.
Whose Etc.

Review the Saxon genitive: Is this Denise’s bedroom?

Whose bedroom is it?
Don’t dwell on “whose” at this point in time. You can ask a lot of questions
with it, but don’t have the students use it unless you see that they’ve
already learned this question word on some other English course in the
past. We will dwell more on this word in a later unit.

9.14 Do you have…? Here you simply fire away questions. Add all the relevant vocabulary you
Do I have…? want. Freely use countables and uncountables (a, an, any, some)

Short answers: Do you have: a dog, a cat, a horse, any books by Cervantes, any milk in
your refrigerator, any children, a Swiss watch, an alarm clock in your
Yes, I do bedroom, a sofa in your living room, etc.
No, I don’t
Yes, you do After exhausting questioning eliciting “Yes, I do” or “No, I don’t”, go on to
No, you don’t “How many”.

How many…… do you have? Teacher: How many cars do you have?
Student: I have …. cars.
Teacher: And me?
Student: I don’t know.
Teacher: Ask me.
Student: How many cars do you have?

36
9.15 Possessive pronouns Refer back to picture 13 if you want to show the pronoun tables for
greater illustration.
Consolidation of “whose”
Teach the form: Whose book is this? NOT Whose is this book?
Whose book is that? NOT Whose is that book?

mine, yours, his, hers, ours, theirs

Use the objects that belong to different people around the table.

Whose book is that? It’s mine.

Whose pen is that? It’s hers.
Whose papers are those? They’re his.
Etc.

You will have to set up a make-believe situation in which a few objects

are said to belong to two people, so that you can drill “ours” and “theirs”.

Whose pen is this? It’s ours. (it belongs to you and to the student on
your left, for example)

Whose pen is that? It’s theirs. (it belongs to two students opposite you
and you ask a third student the question)

9.16 Translation booklet 1 – list 1 Translation booklet: Read the Spanish sentences one by one and elicit
from the students their equivalent in English. Go around the class one by
Vocabulary booklet 1 – lists 1 & 2 one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
Note: If your students don’t have these elicit from the students their equivalent in English.
booklets, please see that they get
copies as soon as possible. If you don’t speak Spanish well enough to pronounce the words or
sentences well, then have another student dictate the Spanish column of
the list.

IMPORTANT NOTE

From now on, you will have frequent points such as this one. We have
310 lists that include close to 12,000 sentences of all sorts.

These lists are to be used as consolidation only. They are not to be used
to teach new forms, structures, vocabulary, or expressions.

They are to be used only on things the students should know well by now.

Consider these sentences as agility drills or mental

gymnastics to gain speed and confidence with what
students should already know.

They are like the scales that even the greatest pianists
always play every morning before going into their
serious practice routines.

By quickly going through things that students already

have learned quite well, it gives them a
feeling of mastery and helps their self-confidence,
which in turn makes them more willing and able
to tackle new and often more difficult forms.

37
Unit 10

10.1 Fractions and percentages (Picture 27) one-half is the same as 50 percent
one-third is the same as 33.3 percent
percent Etc.
half
point (decimal point) Use picture 27

…is the same as… Simply go down the list, having the students say:

one-half is the same as 50 percent

Etc.

Remember that if we say “seven-eighths”, we still use the third person

singular “is”, not the plural “are”:

seven-eighths is the same as 87.5%

By the way, Spaniards and many continental Europeans use the decimal
“comma”, not the decimal “point”, so this exercise also teaches them the
Anglo-Saxon way of stating decimals.

10.2 Number dictation This is the sixth of many points devoted to number dictation. You dictate
the numbers set out below and the students must write them on a sheet
of paper, after which you check them. The quickest way to check them is
to write the numbers yourself in large print on a sheet of paper. After the
dictation, you simply hold up the paper and the students check the
numbers themselves.

Even students with advanced levels very often misunderstand numbers.

You must establish an ongoing routine of practicing number recognition.

1,258 – 13,287– 10,126 – 89,144– 331,601 – 38,188 stop and check

44,411 – 351,274 – 75,097 – 16,112 – 11,859 – 1,066 stop and check
428,987 – 37,467 – 20,212– 134,182 – 1,716– 6,660 stop and check
90,057 – 382,706 – 32,503 – 440,414 – 77,102 – 6,371 stop and check
357,201 – 996,234 – 155,018 – 2,650,000 – 6,510,000 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

10.3 Number pronunciation This is the same exercise but for saying the numbers. Be sure students
say “and” between the hundreds and the tens (2 hundred and fifty). They
often tend to insert the “and” between the thousands and the hundreds
(one thousand & five hundred), which is wrong.

Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

10.4 Review the days of the week If they’ve become good with the days, zip through this point in less than a
minute.

10.5 Review of the months of the year If they’ve become good with the months, zip through this point in less than
a minute.

38
10.6 Review of ordinal numbers and dates It takes students a long time to master certain ordinals, especially the
correct pronunciation of “first” (they say “feerst”), “third” (they say
“theerd”), and, of course, “sixth”, which is really tough for them.

Also, make sure you cover 11 through 20.

Spaniards seldom remember how to pronounce 20th, 30th, 40th, etc.

In addition, if they don’t review ordinals often, they can make the mistake
of saying: twenty-oneth, thirty-oneth, etc.

It may be a pain in the neck for the students, but they will
appreciate your insistence later on if you insist on going
through a month as follows:

Monday, the first. Tuesday, the second. Wednesday, the third. Thursday,
the fourth. Friday, the fifth. Saturday, the sixth. Sunday, the seventh.
Monday, the eighth. Tuesday, the ninth. Etc. etc. etc. until the 31st.

10.7 Review of dates (contd.) (Picture 28) Do columns 1 and 2

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

10.8 Review of years Dictate the following years:

1867, 1994, 2003, 1661, 1891, 1350, 1981, 1911, 1900, 1557, 1800,
1901, 1707, 1660, 1990, 1919, 1783, 1997.

Check and have them say them back to you

10.9 How old are you? This could be a sensitive question, especially for some women, so play it
How old is he? tactfully. Ask about famous people: sports personalities, actors,
politicians, etc.
about
around
Teach “about” and “around” in the sense of “approximately”. Don’t let the
students use “more or less” all the time. Otherwise, they will always use
this latter expression, banishing the other two from their vocabulary.

How old is Michael Jackson? He’s about 40 years old.

Etc.

10.10 Translation booklet 1 – list 2 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 1 – lists 3 & 4 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

39
10.11 he/she/it has Here, you will probably need to get up and explain on the blackboard the
conjugation of the verb “to have” (I have, you have, he has, she has, it
Yes, he/she/it does has, we have, they have).
No, he/she/it doesn’t

What kind of… This is their first exposure to the change in the third person singular.

Ask questions about the student’s classmates, spouse, children

(individually), boss, secretary, coworker, etc. For the time being, you do
all the questioning

What’s your secretary’s name? Her name is Bárbara.

Does she have a car? Yes, she does.
What kind of car does she have? She has a Renault.
Does she have any children? No, she doesn’t.
Does she have a computer in the office? Yes, she does.
What kind of computer does she have? She has a clone.
Does she have a printer? Yes, she does.
What kind of printer does she have? She has a Hewlett Packard.
Does she have a dog? I don’t know.

For the moment you do all the questioning. Get the students familiar with
the auxiliary “does he/she”

Straight questions with “it”:

Does Madrid have a river?

Does Madrid have a famous museum?
Does Spain have a national football team?
Does Spain have many tourists?
Does your company have a factory?
Does your company have a legal department?
Does your company have an office in Mexico?

Remember: Stay only with the verb “to have”

10.12 Do you/I have Ask about everything imaginable (car, house, dog, cat, children, blue suit,
brown suit, blue dress, a computer in your office, a calendar, a Bic pen, a
Yes, I do No, I don’t calculator, etc.).
Yes, you do. No, you don’t.
What kind of car, pen, dog, computer, printer, etc., do you have?
Do you have any butter in your refrigerator? (cheese, milk, etc.)
How many children, cars, houses, etc. do you have?

10.13 Does he/she/it have (the interrogative) Here, you direct the questioning. Don’t leave the initiative to the students
yet.
Indirect introduction of “a lot of”

(“much”, “many”, and “a lot of” will be Pick a member of your family and tell the students to ask you questions
fully covered in Unit 14) about them. Here you should feed the questions through them to make
sure they stay with the verb to have.

Ask me if my sister has a car.

Ask me if she has any children.
Ask me how many children she has.
Ask me if she has any money in the bank.
Ask me how much money she has. (guess a figure)
Ask me if she has an expensive car.
Ask me if she has a house in the country.
Ask me if she has a big house.
Ask me if she has a diamond ring.
Ask me how many rings she has. (make up a number)
Ask me how many husbands she has. (good for a laugh)

Etc.

40
10.14 we/they have WE:

Do you and your wife have a house? Yes, we do.

Do you have a house in Spain or in France? We have a house in Spain
Do you have a big house or a small house? We have a small house.
Do you have a house in the center of Madrid? No, we don’t.
How many cars do you have? We have one car.
Etc.

THEY:

Do the King and Queen of Spain have any children? Yes, they do
How many children do they have? They have three children.
Do they have any grandchildren? Yes, they do.
How many grandchildren do they have? They have one grandchild.
Do they have a nice house? Yes, they do.
What kind of house do they have? They have a palace.
Do they have a palace in Madrid or in Barcelona? They have a …
….cars, servants, money, problems, friends, etc.

10.15 Short answer practice Fire away questions requiring the short answer:

Indirect introduction of “a lot of” Do you have a car? Yes, I do.

Does your wife have a car? Yes, she does?
(“much”, “many”, and “a lot of” will be Do famous people have a lot of money? Yes, they do.
fully covered in Unit 14) Do they have nice houses? Yes, they do.
Do you have a palace? No, I don’t.
Do you have a good job? Yes, I do.
Does your secretary have 10 children? No, she doesn’t.
Does she have any children? Yes, she does.
Does Madonna have blond hair?
Does your wife have blue eyes?
Etc.
Etc.

10.16 Translation booklet 1 – list 3 Translation booklet: Read the Spanish sentences one by one and elicit
from the students their equivalent in English. Go around the class one by
Vocabulary booklet 1 – lists 5 & 6 one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

10.17 The present simple – third person only This point, and the 11 following points in this unit, are paragraphs in
English that describe the life and daily routines of the 12 characters we
have met in previous points.
PICTURE 29 (Phillip Johnson)
Our objective is to slowly, gradually introduce the students to the present
simple with many new verbs (101 in all) and a lot of new vocabulary.

In this point 17, read the paragraph slowly about Phillip Johnson. Read it
twice if you feel it’s necessary. Then hand the picture book over to your
students and have them read it back to you. Constantly correct their
pronunciation and intonation of sentences. The students may be slow and
halting in the early stages, but hopefully by the time you get through all 12
paragraphs, they will be much, much better.

After you and your students have read the paragraph, go through the
questions that follow it, insisting on long answers or on correct short
answers (yes he does, no she doesn’t, etc.).

41
10.18 The present simple – third person only Continue as in point 10.17. Remember that the students will only become
proficient in the present tense if you insist on asking every question and
insist on correct answers.

PICTURE 30 (Nancy Johnson) Again, have them read the paragraph too, as reading aloud regularly pays
handsome dividends if done on a continuous basis.

The 12 descriptions in points 10.17 to 10.29 contain 101 different verbs

used 391 times. There are 3,265 words in all in the 12 paragraphs.

Therefore, if you spend quality time going over these descriptions again
and again, your students will end up with an enormously greater spectrum
of verbs and vocabulary than before.

10.19 The present simple – third person only Again, be insistent. Your students might be sick and tired by now of the
Johnson family, but they’ll have fond memories of you later in life when
they’re speaking good English. They’ll remember that teacher who was
such a pain in the neck all the time but who injected strong bone marrow
PICTURE 31 (Michael Johnson) into their weak, sloppy English.

If students don’t understand a given word or sentence, do your best to

clarify the meaning without resorting to Spanish. Stay in English at all
times.

10.20 Translation booklet 1 – list 4 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 1 – lists 7 & 8 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

10.21 The present simple – third person only This is the last of the Johnson family. However, you must go back and try
to get your students to ask you questions on the family. If you want, you
can even hand the picture booklet over to them and have them read the
questions to you. This way, you can demonstrate to them how agile you
PICTURE 32 (Denise Johnson) are with your own language and jokingly tell them that this is the
benchmark for them to achieve.

10.22 The present simple – third person only Again, don’t forget to give the paragraph to your students for them to read
to you. Also you can have them read out the questions to you or to
another student. Here we are not necessarily interested in listening
PICTURE 33 (Nigel Perkins) comprehension. Our objective is to get the students to gain real mastery
with the present simple tense with a broad vocabulary of verbs.

10.23 The present simple – third person only A few of the answers to the questions may require a bit of elaboration on
the part of the students. You might have to help them a bit on this. Also,
students may elaborate to such an extent that they answer the next
PICTURE 34 (Luigi Barghini) question on the list as well. Don’t worry about this, just skip a question if it
was answered within the previous one.

10.24 The present simple – third person only You may be getting tired of this routine by now. You can, if you wish, go
back and review certain points in previous units as a break. However, you
must come back to this without too much delay.
PICTURE 35 (Pierre Monet)
In addition, a lot of what appears in these texts has not been formally
introduced in previous units. You will find yourself teaching new words
and forms. Don’t spend too much time on the new grammatical forms
because they will be formally reintroduced soon in subsequent units.

42
10.25 Translation booklet 1 – list 5 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 1 – lists 9 & 10 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

10.26 The present simple – third person only Although it may seem that you have been working with these paragraphs
for an eternity, remember that it takes a student probably more than 600
class hours to really reach a decent level in English. It’s a long,
PICTURE 36 (Paula Eisenbach) painstaking process, and if you go slowly and surely through these points,
there will be much less pain later, both for you and for your students.

10.27 The present simple – third person only Occasionally, you will come across the present tense in the third person
plural. Don’t dwell on this. Our objective here is to make the students so
accustomed to the “s” at the end of the third person singular that it seems
PICTURE 37 (Li Tong) natural to them.

It’s much easier later on to get students to leave the “s” off in other
persons of the verb than to get them to put the “s” on the third person.

10.28 The present simple – third person only A few of the questions in this paragraph lend themselves to longer, more
elaborate answers. Hopefully your students will be good enough by now
to elaborate.
PICTURE 38 (Aki Morita)
Nevertheless, help them where necessary.

10.29 The present simple – third person only Don’t let your guard down at any time. Insist on their reading the text to
you with good pronunciation and cadence. Ask all the questions (and
more if you want), insisting on proper answers.
PICTURE 39 (Natasha Zarakovich)
Some students may acquire a rote, automatic style of answering. That’s
all right. At this point in the learning process, it’s better that they be
somewhat unnatural but correct than that they be natural but careless or
sloppy.

10.30 The present simple – third person only This is the last paragraph. You have finished an exhaustive introduction
and consolidation of the present simple in the third person singular form.

PICTURE 40 (Inés García) I would recommend that you use these paragraphs (and future ones in
other verb tenses) on all your students at all levels beyond this one. It is
an excellent exercise for review and consolidation.

Again, it’s very beneficial for students to read aloud on a regular basis.
The hackneyed expression “Practice makes perfect” has yet to be
disproven and these paragraphs lend themselves very well to profitable
practice, regardless of the students’ level.

10.31 Translation booklet 1 – list 6 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 1 – lists 11 & 12 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

43
Unit 11

11.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Use picture 27

half
point (decimal point) Simply go down the list, having the students say:

…is the same as… one-half is the same as 50 percent

Etc.

Remember that if we say “seven-eighths”, we still use the third person

singular “is”, not the plural “are”:

seven-eighths is the same as 87.5%

By the way, Spaniards and many continental Europeans use the decimal
“comma”, not the decimal “point”, so this exercise also teaches them the
Anglo-Saxon way of stating decimals.

11.2 Number dictation This is the seventh of many points devoted to number dictation. You
dictate the numbers set out below and the students must write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

Even students with advanced levels very often misunderstand numbers.

You must establish an ongoing routine of practicing number recognition.

1,220 – 13,467– 10,080 – 89,263– 221,887 – 56,911 stop and check

47,832 – 701,017 – 79,565 – 11,110 – 72,657 – 1,401 stop and check
416,760 – 38,512 – 23,756– 199,860 – 1,441– 6,700 stop and check
89,223 – 413,908 – 33,156 – 497,816 – 56,515 – 6,401 stop and check
574,818 – 115,667 – 234,770 – 2,432,000 – 6,710,000 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

11.3 Number pronunciation This is the same exercise but for saying the numbers. Be sure students
say “and” between the hundreds and the tens (2 hundred and fifty). They
often tend to insert the “and” between the thousands and the hundreds
(one thousand & five hundred), which is wrong.

Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

11.4 Review the days of the week If they’ve become good with the days, zip through this point in less than a
minute.

11.5 Review of the months of the year If they’ve become good with the months, zip through this point in less than
a minute.

44
11.6 Review of ordinal numbers and dates It takes students a long time to master certain ordinals, especially the
correct pronunciation of “first” (they say “feerst”), “third” (they say
“theerd”), and, of course, “sixth”, which is really tough for them.

Also, make sure you cover 11 through 20.

Spaniards seldom remember how to pronounce 20th, 30th, 40th, etc.

In addition, if they don’t review ordinals often, they can make the mistake
of saying: twenty-oneth, thirty-oneth, etc.

It may be a pain in the neck for the students, but they will
appreciate your insistence later on if you insist on going
through a month as follows:

Monday, the first. Tuesday, the second. Wednesday, the third. Thursday,
the fourth. Friday, the fifth. Saturday, the sixth. Sunday, the seventh.
Monday, the eighth. Tuesday, the ninth. Etc. etc. etc. until the 31st.

11.7 Review of dates (contd.) (Picture 28) Do columns 3 and 4

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

11.8 Review of years (Picture 22) Have the students read the dates in the right column of picture 22. Then
do the following:

Dictate the following years:

1923, 1457, 1999, 1975, 1867, 1911, 2004, 1577, 1836, 1898
1917, 1970, 1812, 1913, 1930

Check and have them say them back to you

11.9 to have breakfast Here we review the use of “have” for meals, drinks, etc. Spaniards
lunch continually make the mistake of using “take”, so we need to spend some
dinner, supper time here reviewing what was drilled previously in the 12 paragraphs.
a snack
a drink Here, use all persons of the present tense (do you, do I, does your
something to eat secretary, etc.)
wine for lunch, dinner
a beer
Etc.

11.10 Frequency adverbs: always (100%) - go out for dinner

usually (90%) - travel to other countries (or abroad)
How often…? often (50%) - play tennis, golf, volleyball, basketball, etc.
sometimes (25%) - get to work late
“Be more specific” occasionally (10%) - stay late after work
seldom (5%) - go hunting, fishing, shopping, skiing (new expression)
once a week hardly ever (2%) - work with a computer
once a year never (0%) - have computer problems
twice a week - Etc.
twice a month
three times a week Use your imagination here. There are hundreds of questions you can ask
five times a month with “how often”. Remember to stay in the present simple tense.
Etc.
From time to time, after a student has answered by saying, for example, “I
seldom play tennis”, say to the student: “Be more specific, please”,
eliciting a more specific explanation:

I play tennis twice a year

You can extend this point to a whole class time. It’s an important point
because you are introducing “how often” + frequency adverbs + once,
twice, three times, etc. I recommend that you use “a” rather than “per”.

45
11.11 To last This verb is introduced separately as students tend to forget that it exists,
even advanced students. Also, it seems strange to them that the verb “to
lunch break last” is the same word as the opposite of “first”.
coffee break
Stay in the present tense and insist on correct pronunciation. It’s tough for
students to say “it lasts”, because there is a double “s” sound.

How long does the news last on television?

How long does a movie last?
How long does this class last?
How long does a telephone conversation usually last?
How long does your lunch break last?
How long does your coffee break usually last?
How long does a meeting usually last in your department?
How long does a pack of cigarettes usually last?
How long does a video game usually last?
How long does an opera last?
How long does your summer vacation usually last?
Etc.

11.12 Translation booklet 1 – list 7 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 1 – lists 13 & 14 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

11.13 Review of telling time (Picture 23) Go through the picture once again. It’s surprising to see how so many
advanced students seem to have forgotten how to say the time properly
when you ask them for it.

11.14 to like I prefer to teach these two verbs together. Otherwise, we often forget ever
to enjoy to teach “enjoy”.

I recommend that you teach “like” followed by the infinitive: I lke to study.

Of course, you must teach “enjoy” with the gerund: I enjoy studying.

You may object, saying that “like” can also be followed by the gerund: I
like studying.

However, it’s better to stay in the infinitive because, later, when we

introduce polite offers, we always use the infinitive:

Would you like to come with us? (Not: Would you like coming…)

Therefore, it’s better to establish consistency and avoid alternative forms.

Asking questions with these two verbs is easy. There’s a wealth of

questions you can ask:

Do you like to: Do you enjoy:

- play the guitar? - coming to this class?

- play tennis? - working with your boss?
- to go to the cinema? - watching TV?
- to study? - going out for dinner?
- to work with people? - preparing reports?
- Etc., etc. - Etc. etc.

Repeat the above questions, but having them ask you: Ask me if I
like/enjoy + verb.

46
11.15 to try to This should be taught in the present simple and the present continuous.

To make an effort First, however, use the present continuous to illustrate the concept. Pick
up something big like a notebook and try to put it in one of your pockets,
asking: What am I trying to do? Go to the door and pull on it, trying to
open it, but with your foot blocking it, asking “What am I trying to do?, etc.

Then go into questions like the following. After each affirmative answer,
add the following question: “Are you really making an effort?” or “Do you
really make an effort?”

Present simple Present continuous

Do you try to: Are you trying to:

study every day? learn English?

help your boss? understand me now?
help your wife/husband? improve your English?
come to class on time? learn the grammar?
pay attention in class? be a good student?
avoid problems in your job? lose weight?
drive carefully all the time? gain weight?
use your time well? find a new job?
relax on the weekends? eat less?
write a lot of Christmas cards? spend less money?
get exercise every week? learn a new computer program?
Etc. Etc.

11.16 Review of imperatives Go back to point 8.13 and do it once again. Add in as many verbs as you
can think of. Here are some verbs to help you start thinking. Use your
Introduction of “he wants you to…” best theatrical or mime skills.
“I want him to…”
Tell Paco to tell me to:

Here we introduce “he wants you to…” go to the door (before obeying, ask: What does he want me to do?)
come to the table
We don’t want to formally teach it now, put the pen on the floor
but we want the students to get a feel pick up the pen
for it, so feed it to them. take off my watch
put it on
In addition, we make an informal intro- take it back off
duction of “myself” (talk to myself). put it back on
Reflexive pronouns will come in Unit 12. put my pen into my pocket
take it out of my pocket
Also, we introduce “both”. This will be put it back in
formally taught in Unit 12 as well. take it back out
look at the ceiling (the floor, María, etc.)
point at the ceiling, floor, María, etc.
look for my pen (hide it under a book)
touch the table, the chair, my nose
reach for the pen (out out of reach)
sit down
get up, stand up
laugh
cry
talk to myself
listen to my watch (hold it to your ear)
shake hands with María (“how do you do”)
shout at María
eat
drink
hold the pen in my right hand (now in my left hand, now with both hands)
Etc.

11.17 Parts of the body Point at the following parts of your body and ask “What am I pointing at?”:

Eyes mouth stomach neck

nose teeth arms (left, right) knees (left, right)
head tongue legs (left, right) elbows (left, right)
hair back feet shoulder (left, right)
ears chest foot (left, right) fingers

47
11.18 Direct & indirect objects (Picture 41) Here we want to teach direct and indirect objects when they are together
in their pronoun form. Example: He’s giving it to her, she’s showing them
to him, etc.

Denise & Michael:

Teacher: What is Denise doing?
Student: She is giving Michael a book.
Teacher: Is she giving it to him with her right hand or with her left hand?
Student: She is giving it to him with her right hand.
Teacher: Is she giving it to him in the living room or in the dining room?
Student: She’s giving it to him in the living room.
Teacher: Is Michael taking it from her with his right hand or left hand?
Student: He taking it from her with his left hand.

Nigel & Natasha:

Teacher: What is Nigel doing?
Student: He’s showing Natasha a telephone.
Teacher: What kind of telephone is he showing her?
Student: He’s showing her a mobile telephone (or cellular telephone)
Teacher: Is he showing it to her with his right or left hand?
Student: He’s showing it to her with his left hand?
Teacher: Is he showing to her in his office or in his house?
Student: He’s showing it to her in his office.

Ines & the shop assistant:

Teacher: Is Ines buying gloves or umbrellas?
Student: She’s buying gloves.
Teacher: Is she buying them from a man or a woman?
Student: She’s buying them from a woman.
Teacher: Is the woman selling them to her in a shop or in the street?
Student: She’s selling them to her in a shop.
Teacher: Is Ines paying for them in cash or with a credit card?
Student: She’s paying for them in cash.
Teacher: Is the woman putting the gloves on the table or in the box?
Student: She’s putting them in the box.

Phillip & Nancy:

Teacher: Is Phillip with his wife or with another woman?
Student: He’s with his wife.
Teacher: Is he with her in front of a football stadium or a theater?
Student: He’s with her in front of a football stadium.
Teacher: Is he looking for football tickets or for theater tickets?
Student: He’s looking for football tickets.
Teacher: Is the man offering him two tickets or one?
Student: He’s offering him two tickets.
Teacher: Is he offering them to him for $50 or for $20.
Student: He’s offering them to him for $50.
Teacher: Is he offering them to him for $50 each or for $50 total?
Student: He’s offering them to him for $50 each.
Teacher: Is Phillip taking the offer or thinking about it?
Student: He’s thinking about it.

Li Tong & the coworker:

Teacher: Where is Li Tong?
Student: He’s in the factory.
Teacher: Is he asking for something?
Student: Yes, he is.
Teacher: Is he asking a man or woman for something?
Student: He’s asking a man for something.
Teacher: Is he asking him for a cigarette or for a cup of coffee?
Student: He’s asking him for a cigarette?
Teacher: Is he asking him for it in Chinese or in German?
Student: He’s asking him for it in Chinese?
Teacher: Is the man giving him a cigarette or a coffee?
Student: He’s giving him a cigarette.
Teacher: Is he giving it to him in the factory or in the street?
Student: He’s giving it to him in the factory.

Pierre & his wife:

Teacher: What is Pierre showing his wife?
Student: He’s showing her some earrings.
Teacher: Is he showing them to her in their bedroom or in the living room?
Student: He’s showing them to her in their bedroom.
Teacher: Is he showing them to her in the box or out of the box?
Student: He’s showing them to her in the box.

48
Unit 12

12.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Use picture 27

half
point (decimal point)
Simply go down the list, having the students say:
…is the same as…
one-half is the same as 50 percent
Etc.

Remember that if we say “seven-eighths”, we still use the third person

singular “is”, not the plural “are”:

seven-eighths is the same as 87.5%

By the way, Spaniards and many continental Europeans use the decimal
“comma”, not the decimal “point”, so this exercise also teaches them the
Anglo-Saxon way of stating decimals.

12.2 Number dictation This is the eighth time that we are dictating numbers. The following set of
numbers is shorter than in previous lessons, as hopefully we needn’t
spend too much time each unit reviewing this point. However, you must
never skip this point, because students desperately need to practice
numbers throughout their entire language learning process.

Dictate the numbers set out below and the students must write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

2,120 – 31,447– 17,088 – 98,632– 212,788 – 65,119 stop and check

74,238 – 107,701 – 97,655 – 13,311 – 27,756 – 4,104 stop and check
475,188 – 511,767 – 432,077 – 2,342,000 – 7,071,000 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

12.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

12.4 Review the days of the week If they’ve become good with the days, zip through this point in less than a
minute.

12.5 Review of the months of the year If they’ve become good with the months, zip through this point in less than
a minute.

49
12.6 Review of ordinal numbers and dates Make sure you cover 11th through 20th + 30th, 40th, etc.

Although you may be tired of it by now, go through a calendar month as

follows:

Tuesday, the first. Wednesday, the second. Thursday, the third. Friday,
the fourth. Saturday, the fifth. Sunday, the sixth. Monday, the seventh.
Tuesday, the eighth. Wednesday, the ninth. Etc. etc. etc. until the 31st.

12.7 Review of dates (contd.) (Picture 28) Do columns 1 and 5 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

12.8 Review of years (Picture 22) Have the students read the dates in the right column of picture 22. Then
do the following:

Dictate the following years:

1932, 1475, 1989, 1957, 1876, 1901, 2002, 1587, 1863, 1889
1971, 1907, 1821, 1931, 1903

Check and have them say them back to you

12.9 Review of telling time (Picture 23) Go through the picture once again.

12.10 Review of the verb “to last” Go back to point 11.11 and quickly go over it again.

12.11 Review of the parts of the body Go back to point 11.16 and quickly identify once again the parts of the
body.

12.12 Review of “like” and “enjoy” Go back to point 11.13 and quickly go over it once again.

12.13 Translation booklet 1 – list 8 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 1 – lists 15 & 16 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

50
12.14 Reflexive pronouns (Picture 42) Go through the 6 images in picture 42 and elicit the following answers to
the logical questions that should elicit them:

myself
yourself Picture 1: (Denise) She’s looking at herself. She’s looking at herself in a
himself mirror. She’s looking at herself in a small mirror (or hand mirror)
herself
ourselves Picture 2: (Aki) He’s talking to himself. He’s talking to himself in the street.
yourselves He’s walking and talking to himself.
themselves
Picture 3: (Luigi y Pierre) They’re talking to each other. They’re looking at
each other.
Each other
Picture 4: (two men) They’re hitting themselves. They’re hitting
themselves with sticks.

Picture 5: (two young people) They’re looking at each other. They’re

falling in love with each other.

Picture 6: (two women) They’re looking at themselves in the mirror.

They’re looking at themselves in different mirrors. They’re looking at
themselves in big mirrors.

Now go into “yourself”, “myself”, “ourselves” and “themselves” as follows:

- Point at yourself and ask what your doing

- Start hitting yourself and ask what your doing.
- Tell a student to point at himself and ask him what he’s doing
- Tell a student to start hitting himself and ask him what he’s doing
- Tell the whole class to point at themselves and ask one student to
stop pointing at himself and say what the rest are doing.
- Tell a student to point at himself and you do the same and ask what
you and he/she are doing.
- Etc.

- Look at a student and tell the student to look at you and ask what
you and he/she are doing (we’re looking at each other)
- Do the same as above with “pointing at”
- Sitting in front of each other
- Etc.

12.15 Both – neither This is an easy point to teach. Simply ask the following questions to elicit
All - none the answer:

Teacher: Which person is in the classroom, you or me?

Student: Both of us are in the classroom (or “we are both…”)

Teacher: Who is Chinese, you or me?

Student: Neither of us are Chinese *

Teacher: Who lives in Spain, you, me or your boss?

Student: All of us live in Spain (or “we all live in Spain”)

Teacher: Who lives in Mongolia? You, me or your boss?

Student: None of us live in Mongolia.

* A grammar expert would correct us if we say “Neither of us are…” One

should say “Neither of us is…”. However, in everyday language this
sounds quite strange. I recommend the natural way of speech.

Who’s Spanish, you or your boss?

Who lives in Japan, Ronaldo, Rivaldo or Maradona?
Who is a professional killer, your secretary or her husband?
Etc.

51
12.16 The future with “going to” Finally we are leaving the present tense and moving into another tense.

The “going to” future is easier for students to grasp quickly and use in a
natural setting than the “will” future, which will come in the next unit.

It’s an easier form for students to grasp and immediately start using
because it is simply “going to”, which they already know, plus the
infinitive.

In addition, “will” is too often subject to a condition (I will go if it doesn’t

rain). “Going to” is simply a statement of intentions.

The best way to start teaching this form is to go through the mimic
exercise you use with the present continuous.

However, before you start an action, show your intention to do it and ask:
What am I going to do? Example:

The teacher’s plan is to get up, go to the door, open it, close it, and go
back to his/her chair. The teacher does the following:

Teacher (starting to get up but stopping): What am I going to do?

Student: You’re going to get up.
Teacher: What am I doing?
Student: You’re getting up.
Teacher (starting to head for the door): What am I going to do?
Student: You’re going to go to the door?
Teacher: What am I doing?
Student: You’re going to the door.
Teacher: (showing intention to open door): What I am going to do?
Student: You’re going to open the door.
Teacher: What am I doing?
Student: You’re opening the door.
And continue until you’ve closed the door and gone back to your chair.

Other actions you can show the intention of doing:

- going to hit the table

- going to hit yourself
- going to take a cigarette out of the pack
- going to clean your watch (take out a handkerchief, breathe on the
watch…)
- going to write something
- going to cry (starting pouting)
- Etc.

12.17 “going to” future – contd. Now start asking all the questions you can think of with “going to”:

Are you going to come here tomorrow?

Are you going to kill your husband next week?
Are you going to go shopping next Saturday?
Are you going to have dinner with me tonight?
Etc.

Is your wife going to come here after class?

Are your children going to attend an American university?
Is Spain going to invade France next year?
Is the government going to prohibit smoking next month?
Etc.

Ask me if I’m going to call my wife after this class.

Ask me if I’m going to continue teaching for the rest of my life.
Ask Paco if he’s going to take his children to school tomorrow.
Tell María to ask me if I’m going to be here for the next class.
Etc.

52
Unit 13

13.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

13.2 Number dictation This is the ninth time that we are dictating numbers. The following set of
numbers is shorter than in previous lessons.

Dictate the numbers set out below and the students must write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

2,456 – 74,413– 88,017 – 23,689– 887,112 – 91,156 stop and check

83,247 – 107,701 – 55,679 – 11,331 – 65,772– 4,014 stop and check
881,574 – 767,115 – 770,234 – 9,777,000 – 1,717,000 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

13.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

13.4 Review the days of the week If they’ve become good with the days, zip through this point in less than a
minute.

13.5 Review of the months of the year If they’ve become good with the months, zip through this point in less than
a minute.

13.6 Review of ordinal numbers and dates Make sure you cover 11th through 20th + 30th, 40th, etc.

Although you may be tired of it by now, go through a calendar month as

follows:

Wednesday, the first. Thursday, the second. Friday, the third. Saturday,
the fourth. Sunday, the fifth. Monday, the sixth. Tuesday, the seventh.
Wednesday, the eighth. Thursday, the ninth. Etc. etc. etc. until the 31st.

13.7 Review of dates (contd.) (Picture 28) Do columns 2 and 3 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

53
13.8 Review of years (Picture 22) Have the students read the dates in the right column of picture 22. Then
do the following:

Dictate the following years:

1953, 1776, 1878, 1980, 1818, 1905, 2003, 1566, 1848, 1890
1951, 1701, 1869, 1920, 1909

Check and have them say them back to you

13.9 Review of telling time (Picture 23) Go through the picture once again.

13.10 The future with “will”: introduction only The simplest way to introduce this point is to ask the following questions
with the verb “to be”:

Where will you be tomorrow at this time? I’ll be…

Where will I be tomorrow at this time? I don’t know
Ask me. Where will you be tomorrow at this time? I’ll be…

At 10 o’clock tonight, in three hours, tomorrow at 8 a.m., etc.

your boss, your wife, your children, the president of Spain, the king of
Spain, the general manager of this company, etc.

Insist on the contractions: I’ll, he’ll, you’ll, etc. and “won’t” in the negative.

13.11 “will” in short answers Ask questions that elicit short answers only. Mix in a majority of questions
that elicit the negative, in order to practice “won’t”. Insist on the correct
pronunciation of the word. Spaniards will pronounce it very close to “want”
if you don’t insist that they close the “o” similar to “wount”

Will you kill me tomorrow?

Will you learn English someday?
Will you attend class 100% during the next two months?
Will your boss die someday?
Will your boss ask you for a report in the next 30 days?
Will the government ask you for money next year?
Will the president of the United States visit you next week?
Etc.

13.12 Future conditional: if…will… Will you come here tomorrow if it rains?

Ask me if I’ll receive money for this class if I don’t come very often.

Will your secretary look for you if you don’t go back to your office after
class?

Will your boss leave the company if his salary is cut by 50%?

How long will you stay here waiting for me if I don’t come to the next
class?

Will you call me if you don’t come to the next class?

Will you promise to study more if I give you $10 every class?

Will you give me a tip if I teach this class well?

Ask me if I’ll stay at home if it rains tomorrow.

Etc.

54
13.13 Review of the “going to” future Go back over “going to” simply to reinforce its importance. Students who
are drilled constantly on “going to” usually assimilate it quickly and use it
more effectively than “will”.

13.14 The present continuous as future Here we introduce the third type of future.

Are you going to Barcelona tomorrow?

Are you coming to the next class?
What are you doing this evening after work?
Are you taking your wife out to dinner tonight?
Are you bringing your secretary to class next week?
Are you driving to France next week?
Are you flying to London next month?

Only a few verbs can be used in the present continuous for future actions.
The above 7 are the most common.

It’s not really important that your students know the exact difference
between the three forms of the future. It would take three pages of text to
explain the nuances of difference. I would recommend that they stay with
the “going to” future for most actions, except when they want to insert a
condition, in which case, they should use “will”.

13.15 Can - can’t - short answers This point is easy to teach and “can” lends itself to all kinds of questions.
For the moment, stay in the present tense (I can…). Don’t throw in the
future “I will be able to”.

The important thing is to elicit the use of “can” with verbs, in order to drill
into your students that fact that “can” is never followed by “to”. Spaniards
continuously make the mistake of saying: I can to go, etc.

First, however, let’s elicit the short answers:

Can you play the guitar? No, I can’t

Can you speak Spanish? Yes, I can.
Etc. (you should be able to ask hundreds of questions like these
two).

Try, if possible, to get your students to use the right intonation with “can”
and “can’t”. The negative “can’t” is more of an explosion off the “c” and
the affirmative “can” is a smooth continuation of the previous word.

If you manage to get good intonation from your students, this may help
them in real life, as it’s terribly difficult to know if your students are saying
that they “can” or that they “can’t”.

Some teachers simply abandon “can’t” in favor of “cannot” to avoid

confusion. I recommend that at least you try to get them to use “can’t”
properly before giving up.

13.16 Student questions Have them ask you everything that occurs to them. If they seem to lack
inspiration, help them:

Ask me if I can speak 10 languages.

Ask me if I can buy a Rolls Royce.
Ask Paco if he can play golf.
Tell María to ask Paco if he can sleep in a noisy room.
Tell Paco to ask Pepe if he can count to ten in German.
Etc.

55
13.17 like Can you play the guitar like Andrés Segovia?
as well as Can you play football like Maradona?
as fast as Can you write like William Shakespeare?
Etc.

Can you play tennis as well as Monica Seles?

Can you speak English as well as me?
Can you fight as well as Mike Tyson?
Etc.

Can you drive as fast as Michael Schumacher?

Can you type as fast as your secretary?
Can you run as fast as Carl Lewis?
Etc.

Ask me if I can play the guitar like Andrés Segovia.

Ask me if I can speak Spanish as well as you.
Ask Paco if he can run as fast as Carl Lewis.
Tell María to ask Pepe if he can cook as well as his wife.
Etc.

Besides drilling “can” in the interrogative form, we are making a timid

introduction of the comparative “as…as”, which will be seen in the next
unit.

13.18 Student initiative Tell each student to say a series of things they can do and another series
of things they can’t do.

Example: I can play poker. I can’t play mus. I can drive a car. I can’t drive
a tractor. I can speak Spanish. I can’t speak German, etc.

Make an attempt to get the intonation right. There’s an enormous

difference between the pronunciation of “I can play” and “I can’t play”.

In the affirmative, we hardly say “can”… all the emphasis is on “play”

In the negative, we place total emphasis on “can’t”

13.19 Translation booklet 1 – list 9 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 1 – lists 17 & 18 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

56
Unit 14

14.1 Review of fractions and percentages You can use picture 27 to review this point or you can use your own
devices. But it must be briefly reviewed in every unit.
(Picture 27)
one-half is the same as 50 percent
one-third is the same as 33.3 percent
Etc.

Picture 27: Simply go down the list, having the students say:

one-half is the same as 50 percent

Etc.

14.2 Number dictation This is the tenth time that we are dictating numbers. The following set of
numbers is even shorter than in the previous unit.

Dictate the numbers set out below and the students must write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

2,991 – 41,347– 80,817 – 68,932– 788,211 – 15,619 stop and check

574,188 – 115,776 – 432,077 – 3,888,000 – 6,213,000 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

14.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

14.4 Review the days of the week If they’ve become good with the days, zip through this point in less than a
minute.

14.5 Review of the months of the year If they’ve become good with the months, zip through this point in less than
a minute.

14.6 Review of ordinal numbers and dates Go through a calendar month as follows:

As we’ve done this point so many times by now, you might suggest a
timed contest to see how fast your students can go through the month. Be
sure, though, to correct their mistakes along the way.

Thursday, the first. Friday, the second. Saturday, the third. Sunday, the
fourth. Monday, the fifth. Tuesday, the sixth. Wednesday, the seventh.
Thursday, the eighth. Friday, the ninth. Etc. etc. etc. until the 31st.

57
14.7 Review of dates (contd.) (Picture 28) Do columns 4 and 5 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

14.8 Review of years (Picture 22) Dictate the following years:

1935, 1767, 1887, 1908, 1881, 1950, 2001, 1656, 1884, 1809
1915, 1711, 1896, 1902, 1990

Check and have them say them back to you

14.9 Review of telling time (Picture 23) Go through the picture once again.

14.10 Translation booklet I – list 10 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 1 – lists 19 & 20 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

14.11 much, many, a lot of Your students should be quite familiar with these three forms from the
paragraphs on our 12 characters in Unit 10.

(Theoretical explanation) However, students continually ask about the difference between these
three forms, even if they’re at a more advanced level or have been taught
the forms 10 times before. Here’s the theory:

“Much” is used in the interrogative and negative for singular or

uncountable nouns:

I don’t have much time. Do you have much time?

“Many” is used in the interrogative and negative for plural or countable

nouns.

I don’t have many children. Do you have many children?

“A lot of” is used in the affirmative, both for singulars and plurals or for
countables and uncountables:

I have a lot of time. I have a lot of children.

Now the truth is that the expression “a lot of” is universal. It can be used
in every single case above and it is correct in every case. So, if you want
to simplify things for your students, tell them to use “a lot of” and to forget
about the other two forms. They will certainly understand easily the other
forms when they hear them, so it is better to keep things simple for your
students when they speak.

So, expose them to the three forms, but you might do well to have them
stick to “a lot of”. It’ll make life easier for them.

Unless you think otherwise, you needn’t drill these forms at this point in
time. They will show up so often in your classes that students will become
agile with them.

58
14.12 to know how to This point can be taught exactly like the point concerning “can”:

Do you know how to play the guitar?

Do you know how to speak Russian?
Ask Pepe if he knows how to cook an omelet.
Tell María to ask Paco if he knows how to prepare paella.

Here, you will have trouble getting the students not to forget “how” in their
answers. In addition, you will have some trouble getting them to
pronounce “how” correctly, because they will tend to pronounce it like the
garden tool “hoe”.

Insist on the correct pronunciation of “how”, because they will even

pronounce it wrong and ask you: “Hoe are you today?”

If this happens, simply look at the student, raise your right hand in the
fashion the Indians did when greeting the white man and say: HOW

14.13 Do you know where… Find the most advanced student of English you know and tell him or her
when… the following: Ask me if I know what time it is.
what time…
why… Nine times out of ten, they will ask the question as follows:
how often…
which… Do you know what time is it?
who…
how far…
how long… Nobody, apparently, spent enough time with those advanced students to
how tall… drill in the indirect form. Nobody reminded them constantly that the verb
etc. goes before the noun only in direct questions.

So, give your students a break and start now to drill it in. Direct the class
as follows:

Teacher: Ask me if I know where Rome is.

Student: Do you know where Rome is?
Teacher: Yes, I do.
Student: Where is it?
Teacher: It’s in Italy.

Teacher: Ask me if I know who Maradona is.

Student: Do you know who Maradona is?
Teacher: Yes, I do.
Student: Who is he?
Teacher: He is a famous football player from Argentina.
Etc.

Ask me if I know where Melbourne is.

where you are.
who you are.
what time it is.
when Christmas is.
who I am.
where I live.
who the president of the United States is.
where the president of Spain lives.
where my sister works.
what kind of cigarettes my sister smokes.
what time the next class is.
Etc.

14.14 was Here we start on the past tense, but only with the verb “to be” for the
were moment.

Brief introduction: Was yesterday Monday? Yes, it was

No, it wasn’t

What day was it?

It was…

59
14.15 was – were contd. SHORT ANSWERS Was Felipe Gonzalez the president of Spain 15 years ago?
Was Franco Spanish?
Was Napoleon an emperor?
Ago Was Maradona a famous football player?
Was Pancho Villa a famous tennis star?
Was Alfred Hitchcock an important politician?
Was your boss in this class last week?
Was your wife/husband ill yesterday?

Was I your teacher last year?

Was I an English teacher 50 years ago?
Was I the general manager of this company 5 years ago?
Was I the most important person in your life last year?

Was Germany a country 1,000 years ago?

Was France an important country last century?
Was the United States a country 500 years ago? (was, not were)
Was Madrid an important city during the time of Jesus Christ?

Were the Germans important people in Europe 100 years ago?

Were the Americans friends of Spain in 1898?
Were the Mexicans part of Spain 300 years ago?
Were the Japanese similar to the Spanish people 100 years ago?

Etc.

14.16 was – were – FULL TREATMENT If you have a group class, use a routine similar to the following one:

Past continuous: was/were doing…

Teacher: María, ask Pepe where he was yesterday at 10:00 p.m.
María: Pepe, where were you yesterday at 10:00 p.m.?
Teacher: Juan, what does María want to know?
Juan: She wants to know where Pepe was yesterday at 10:00 p.m.
Pepe: I was at home.
Teacher: María, ask him what he was doing.
María: Pepe, what were you doing?
Teacher: Juan, what does María want to know?
Juan: She wants to know what Pepe was doing.
Pepe: I was having dinner.

You can do a routine like this asking each student where he or she was at
a given time yesterday and then asking what they were doing at that time.

14.17 Pronunciation of “were” Spaniards tend to pronounce this form like “wear”. It’s a good idea to drill
in the correct pronunciation (similar to “fur”). Therefore, tell your students
to ask you a lot of questions:

Ask me if I was in Barcelona last week.

Ask me if I was an English teacher 3 years ago.
Ask me if I was popular when I was in secondary school.
Ask me if I was a good tennis player when I was in school.
Ask me if I was a good student when I was in school.
Ask me if I was in this room yesterday.
Ask me if I was a student in 1993.
Etc.

14.18 to be born Simply continue from the previous point, saying:

Ask me if I was born in California.

If the students don’t know the expression, explain it (I was born at 11:30
on January 23rd, 1965. I was born in a hospital in Sacramento, Califonia.
My mother was 28 years old when I was born.)

Then go on to ask all your students where and when they were born,
where and when their brothers and sisters were born, where and when
their children were born (if they have children), their parents, etc.

60
14.19 Compound use of “was” and “were” Connect two ideas together, both containing “was” or “were”:

How old was your father when you were born?

Ask me how old my father was when I was born.

Continue asking about the ages of different family members when one or
another member was born. Especially ask about yourself, as this forces
the students to use “were” and “was” in the same question (How old were
you, when your brother was born?).

14.20 Translation booklet 1 – list 11 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 1 – lists 21 & 22 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

61
Unit 15

15.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

15.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

54,877 – 416,798 – 913,330 – 16,502 – 65,665 – 3,812 stop and check

743,775 – 812,492 – 357,755– 8,423,000 – 6,565,000 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

15.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

15.4 Review the days of the week If they’ve become good with the days, zip through this point in less than a
minute.

15.5 Review of the months of the year If they’ve become good with the months, zip through this point in less than
a minute.

15.6 Review of ordinal numbers and dates Make sure you cover 11th through 20th + 30th, 40th, etc.

Although you may be tired of it by now, go through a calendar month as

follows:

Thursday, the first. Friday, the second. Saturday, the third. Sunday, the
fourth. Monday, the fifth. Tuesday, the sixth. Wednesday, the seventh.
Thursday, the eighth. Friday, the ninth, etc. until the 31st.

15.7 Review of dates (contd.) (Picture 28) Do columns 4 and 5 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

62
15.8 Review of years Dictate the following years:

1423, 1957, 1899, 1917, 1998, 2005, 1986, 1996, 1966, 1954

Check them and have your students say them back to you

15.9 Review of telling time (Picture 23) Go through the picture once again.

15.10 Review of “going to” future Have your students ask each other what they’re going to do after class
and after work. Have them ask you the same two questions.

15.11 And then,… (narrative) Read the following passage to your students: Paula Eisenbach is going
to start her vacation tomorrow morning. She’s going to rent a car and
drive to Paris. She’s going to go to Paris with her friend, Tom. They’re
going to spend three days in Paris and then they’re going to drive to
Monte Carlo, where they’re going to stay for two nights. Then, they’re
going to drive to Italy, where they’re going to visit Pisa, Florence, and
Venice. They’re going to stay about six days in Italy. Then, they’re going
to drive back to Germany through the Austrian Alps. They’re going to stay
one night in Innsbruck and then drive back to Heidelberg on the next day.

Question routine:

What is Paula going to do? (take a vacation)

What is she going to do first? (rent a car)
And then what’s she going to do? (And then, she’s going to pick up…)
And then what are they going to do? (And then, they’re going to drive…)
And then, what are the going to do? (And then, …)
And then, …
Etc.

Spanish people have a terrible habit of saying “after” where we say “then”
or “later”. Some teachers get so tired of this that they drill in the
expression “afterward”. However, I recommend that you drill in the
expression “then” or “and then”.

15.12 much / many / a lot of Here we introduce the use of “little” (singulars) and “few” (plurals)

very little / very few Do you have a lot of problems or very few problems?
Do you have a lot of money or very little money?
Do you have a lot of suits or very few suits?
Do you have a lot of free time or very little free time?
Ask María if she has a lot of office space or very little office space.
Tell María to ask Paco if he pays a lot of taxes or very few taxes.
Ask Pepe if he knows a lot of French people or very few French people.
Etc.

Clearly differentiate the singulars and plurals (countables / uncountables).

15.13 more / less than… (uncountables) This is not the introduction of comparatives (bigger, smaller), but only the
words “more” and “less”, so structure your questions in line with the
following:

Do you have more or less money than Paul McCartney?

Do you have more or less power in this company than your boss?
Do you have more or less free time than your wife/husband?
Do you have more or less influence than the president of Spain?
Do you speak more English or less English than me?
Ask María if she smokes more or less than her husband.
Ask Pepe if he comes to this room more often or less often than me.
Etc.

63
15.14 more than Do you have more cars or fewer cars than the Rockefeller family?
less than Do you drink more milk or less milk than a growing child?
fewer than Do you have more problems or fewer problems than your boss?
Is there more water or less water in Almería than in Asturias?
Are there more computers or fewer computers here than in IBM?
Is there more snow or less snow in Spain than in Sweden?
Are there more people or fewer people in Spain than in France?
Etc.

Try to elicit “less” and “fewer” as the answer to most of your questions.

15.15 Much – little This should be a simple, rote drill similar to the following:
Many – few
Teacher: I’m going to say a sentence one way, and you say it another
way. Example:

I will say: There isn’t much water in the desert.

You say: There’s very little water in the desert.

I will say: There aren’t many people in Greenland.

You say: There are very few people in Greenland.

Do this routine in inverse fashion as well, to get students to use “much”

and “many”.

Here are some sentences to get you started:

The president of Spain doesn’t have much power in Japan.

There aren’t many flamenco dancers in Canada.
The king of Spain doesn’t have much free time.
There aren’t many olive trees in Germany.
There isn’t much vodka in Somalia.
Etc.

15.16 Comparatives Are you taller or shorter than me?

Is Granada more beautiful or less beautiful than Bilbao?

(Grammatically, the first sentence is incorrect. We should say: Are you

taller or short than I am? However, in quick, natural speech, we usually
use the object pronoun. You make the decision on this. In my examples, I
am going to stay with the object pronouns, even though a purist would
argue endlessly with me and be perfectly correct.)

Use the following adjectives, and more if I’ve forgotten some. Some of
them are irregular, such as good-better, bad-worse, and far-farther. The
third column are adjective requiring “more” or “less”.

tall-short thick-thin important

long-short simple-complicated interesting
big-small far-near attractive
easy-difficult high-low beautiful
hard-soft good-bad difficult
fast-slow rich-poor intelligent
cheap-expensive clean-dirty expensive
young-old hot-cold famous
new-old wet-dry (climate) popular

Is Canada richer or poorer than Indonesia?

Is a horse faster or slower than a camel?
Is Madonna more famous or less famous than your boss?
Is Valencia nearer Madrid or farther from Madrid than Segovia?
Is your English better or worse than mine?
Etc.

15.17 Comparatives: as…as Follow the same routine as above, but only with “as…as”

Is Spain as big as China?

Is a Renault as expensive as a Rolls Royce?
Are you as young as the football players in Real Madrid?
Etc.

64
15.18 As much… as Do you have as much money as Paul McCartney?
As many… as Do you have as many problems as the president of Spain?
Do you earn as much money as your boss?
Is there as much oil in Spain as in Texas?
Are there as many camels in Spain as in Syria?
Ask me if there’s as much sunlight in Sweden as in Spain.
Tell Pepe to María if there are as many people in her department as in
yours.
Etc.

15.19 not as much as vs. less In English, it’s more common to make a negative, or backward
not as many as vs. fewer comparison, than a straight-forward comparison. Example:

It’s more common to say: I don’t have as much money as you… than to
say: I have less money than you.

In the following routine, the teacher states the less common form and the
student must come back with the more common one:

Teacher: There is less water in Syria than in England.

Student: There isn’t as much water in Syria as in England.

Teacher: There are fewer olive trees in Brazil than in Spain.

Student: There aren’t as many olive trees in Brazil as in Spain.

To facilitate this routine, I recommend that you take two countries, for
example, Syria and Spain, and follow the above routine comparing the
two countries regarding:

people camels rain

sunlight oil (petroleum) Bedouins
factories flamenco dancers coastline
sand olive trees ports
bulls olive oil industry

15.20 Translation booklet 1 – list 12 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 1 – lists 23 & 24 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

65
Unit 16

16.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

16.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

77,845 – 987,614 – 303,319 – 20,561 – 56,656 – 2,183 stop and check

577,347 – 294,218 – 557,753– 3,324,000 – 4,665,000 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

16.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

16.4 Review the days of the week If they’ve become good with the days, zip through this point in less than a
minute.

16.5 Review of the months of the year If they’ve become good with the months, zip through this point in less than
a minute.

16.6 Review of ordinal numbers and dates Make sure you cover 11th through 20th + 30th, 40th, etc.

Although you may be tired of it by now, go through a calendar month as

follows:

Friday, the first. Saturday, the second. Sunday, the third. Monday, the
fourth. Tuesday, the fifth. Wednesday, the sixth. Thursday, the seventh.
Friday, the eighth. Saturday, the ninth, etc. until the 31st.

16.7 Review of dates (contd.) (Picture 28) Do columns 1 and 2 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

66
16.8 Review of years Dictate the following years:

1342, 1980, 1991, 1918, 1997, 2001, 1915, 1960, 1950, 1916

Check them and have your students say them back to you

16.9 Review of telling time (Picture 23) Go through the picture once again.

16.10 Review of “going to” future Have your students ask each other what they’re going to do after class
and after work. Have them ask you the same two questions.
Review of “And then…”
Go back to point 15.11 and read it once again, asking the questions that
follow the text.

16.11 Past continuous form Teacher: Now, do you remember everything about Paula’s vacation?
What was she going to do first? And then what was she going to do? And
then… (always in the past continuous).

16.12 Past continuous (Picture 14) Go back to picture 14 and have the students study the first picture with
Phillip and Nigel. Don’t say anything, just have them look at it carefully.

Then, turn the picture over so that they can’t see it and ask questions like
the following:

Was Phillip with Paula?

Who was he with?
Was he sitting at a desk or on the floor?
Was the secretary in the same office or in another office?
What was she doing?
Etc.

Once you’ve finished the first picture, go on to the other three, using the
same routine.

16.13 Review of “was/were born” Go back to point 14.18 and review the use of “was born” and “were born”.

16.14 There was – There were (Picture 12) Like in point 16.12 above, have the students study the picture for a
moment and then turn it over so they cannot see it, asking:
Are you sure?

Was there a pencil in the picture? Yes, there was.

How many pencils were there? There was only one.
Are you sure? No, I’m not / Yes, I am
How many dogs were there? There was one.
Was there only one or were there two?
Tell me what else there was in the picture.

There was an orange

There were two chairs
Etc.

67
16.15 There will be This point might require a brief theoretical explanation. Get up and write
on the blackboard: There is – There are
There was – There were
There will be

Show how each form starts with the word “there”. In order to illustrate
the concept even more, you might add “there is going to be” and “there
can be”.

Now, ask questions like the following:

Was there a party in this office yesterday?

Will there be a party in this office tomorrow?
Was there a parliamentary election last week?
And next week?
Was there a religious holiday last week?
And next week?
Was there an important meeting in this room yesterday?
And tomorrow?
Etc.

16.16 Review of “whose” and possessive pronouns This will appear from now on in different units in the future. Briefly go over
picture 26, identifying whose room is whose and then around the class
identifying whose book, pen, etc. belongs to whom. Have the students
ask most of the questions.

(Picture 26) Try to get “ours” and “theirs” into the routine.

Is that book yours or his? (pointing at Paco’s book) It’s his.

Is this classroom ours for now or the company’s? For now, it’s ours.
Etc.

16.17 Translation booklet 1– list 13 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 1 – lists 25 & 26 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

68
Unit 17

17.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

17.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

84,757 – 614,789 – 331,903 – 56,120 – 65,665 –28,312 stop and check

347,775 – 281,492 – 753,755– 2,433,810 – 6,564,670 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

17.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

17.4 Review the days of the week If they’ve become good with the days, zip through this point in less than a
minute.

17.5 Review of the months of the year If they’ve become good with the months, zip through this point in less than
a minute.

17.6 Review of ordinal numbers and dates Make sure you cover 11th through 20th + 30th, 40th, etc.

Although you may be tired of it by now, go through a calendar month as

follows:

Saturday, the first. Sunday, the second. Monday, the third. Tuesday, the
fourth. Wednesday, the fifth. Thursday, the sixth. Friday, the seventh.
Saturday, the eighth. Sunday, the ninth, etc. until the 31st.

17.7 Review of dates (contd.) (Picture 28) Do columns 3 and 4 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

69
17.8 Review of years Dictate the following years:

1991, 1890, 1947, 1776, 1919, 1961, 1990, 1915, 1919, 1950

Check them and have your students say them back to you

17.9 Review of telling time (Picture 23) Go through the picture once again.

17.10 People are (Pictures 2, 3 & 4) Go through as many countries as you consider relevant on the maps in
pictures 2, 3, and 4 and have the students say the following:
Country and nationality review
The people in Germany are German
The people in the U.S. are American
The people in Japan are Japanese
Etc.

The purpose of this exercise is to drill in the plural “are” after “people”.
Spaniards almost always say “the people is…”. They must be broken of
this habit.

17.11 The people speak… (Pictures 2, 3 & 4) Repeat the above exercise, using the following routine:

The people in Germany speak German.

The people in the Netherlands speak Dutch.
The people in Mexico speak Spanish.
Etc.

Go over about 15 countries.

17.12 Review of “whose” Simply ask about all the objects in the classroom that belong to someone.

Whose book is this?

Ask me whose pens those are.
Tell Paco to ask María whose notebook that is.
Whose papers are these?
Etc.

17.13 Simple past – short answers Explain the formation of the past tense in the interrogative, negative, and
affirmative: Did + infinitive didn’t + infinitive

Then, start asking questions, slowly helping students to gain comfort and
agility with the affirmative irregular forms:

Did you go to Russia last week? No, I didn’t.

Did you work yesterday? Yes, I did.
Did you speak to your boss before class? No, I didn’t.
Did you see a good film last night? Yes, I did?
Etc.

17.14 Simple past: 18 irregular verbs Don’t explain yet the formation of regular verbs with the “ed” ending. That
will come a few points later. For the moment, let’s concentrate on irregular
went took taught verbs, as many of them constitute the most common, daily verbs we use.
came brought began
saw bought broke Look at the verbs on the left and do the following routine with your
had caught did students:
sent thought drank
spoke fought ate Teacher: Every day I go
Student: Yesterday I went
Teacher: Every day I come
Student: Yesterday I came
Etc.

Some verbs like “fight” might require a bit of mimic. Others might call for
explanation (sent).

70
17.15 Review of We will insert a few review points between the irregular verb points simply
to give students a break between “attacks”.
“not as much…as” vs. “less than”
“not as many…as” vs. “fewer than” Go back to point 15.19 and go through routine again as indicated:

(previous point 15.19)

17.16 Simple past: 18 more irregular verbs (36) Look at the verbs on the left and do the following routine with your
students:

build forget keep Teacher: Every day I build

cut get know Student: Yesterday I built
fall give leave Teacher: Every day I cut
feel grow lose Student: Yesterday I cut
find hear make Etc.
fly hold meet
Insist on the correct pronunciation of “grew”. Spaniards tend to pronounce
it “gray-ew”. Also, make sure they say “heard” correctly.

There are two pronunciations for “knew”, “nu” and “niu”. Teach the one
you most commonly use.

17.17 Review point 11.18 (Picture 41) Go over the use of direct & indirect object in pronoun form. Go over at
least two or three images in picture 41.

17.18 Simple past: 18 more irregular verbs (54) Look at the verbs on the left and do the following routine with your
students:
pay sleep understand
put spend wear Teacher: Every day I pay
read write win Student: Yesterday I paid
run steal choose Teacher: Every day I put
sell tell drive Student: Yesterday I put
sit throw become Etc.

Make sure they pronounce “threw” like “through” and “wore” like “war”.

17.19 Simple past: Question-answer routine Start in on as many questions as possible within the verbs we’ve seen.
Elicit short and long answers along the lines of the following:

Did you buy a car last year?

When did you buy a car?
What kind of car did you buy?
Did you feel bad yesterday?
How did you feel yesterday?
Did you leave home at 7:00 a.m. this morning?
What time did you leave home?
Etc.

You may have some trouble getting some of the verbs into a question
routine (throw, choose, etc.). You might think a bit to prepare as natural a
routine as possible with these verbs.

17.20 Translation booklet 1 – list 14 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 1 – lists 27 & 28 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

71
Unit 18

18.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

18.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

75,784 – 987,416 – 309,133 – 20,615 – 76,776 –21,382 stop and check

577,743– 294,182 – 557,357– 4,644,920 – 7,675,780 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

18.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

18.4 Review the days of the week If they’ve become good with the days, zip through this point in less than a
minute.

18.5 Review of the months of the year If they’ve become good with the months, zip through this point in less than
a minute.

18.6 Review of ordinal numbers and dates Make sure you cover 11th through 20th + 30th, 40th, etc.

Although you may be tired of it by now, go through a calendar month as

follows:

Sunday, the first. Monday, the second. Tuesday, the third. Wednesday,
the fourth. Thursday, the fifth. Friday, the sixth. Saturday, the seventh.
Sunday, the eighth. Monday, the ninth, etc. until the 31st.

18.7 Review of dates (contd.) (Picture 28) Do columns 5 and 1 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

72
18.8 Review of years Dictate the following years:

1919, 1990, 1867, 1916, 1999, 1632, 1942, 1918, 1980, 1937

Check them and have your students say them back to you

18.9 Review of telling time (Picture 23) Go through the picture once again.

18.10 Simple past: regular verbs (Picture 44) Theoretical explanation: Show your students picture 44 and illustrate the
difference in the endings:

work – worked (workt)

play – played (playd)
act – acted (actid)
Etc.

You can spend the rest of your life with the same students and you will
probably never get them to pronounce properly the past forms in columns
1 and 2. However, you must try.

Nevertheless, if they reach advanced levels, they will hopefully learn to

link words so that they needn’t stress the endings. Example:

We worked it out (We work-tit-out)

I called him (I call-dim)

18.11 Simple past Read the paragraph, have students read it, and then ask the questions.

Picture 45 – Phillip Johnson As in Unit 10 with the present simple, it’s important to establish discipline
in answering the questions. Don’t allow your students to be sloppy in their
answers. Help them to acquire good pronunciation and grammar habits.

18.12 Irregular verb practice Have your students answer the following questions in complete
sentences:

How many newspapers did you read last week?

What time did you leave home this morning?
How many coffees did you drink yesterday?
How many times did you drive to work last week?
How many times did you come to class last week?
How many times did you sleep in a hotel last year?
How many times did you eat in a restaurant last month?
How many times did you go to the bank last month?
What time did you get home yesterday after work?
How many important things did you do yesterday?

Irregular verb practice points like this one will appear continuously
through the next 20 or 30 units. Spanish students often spend 10 years
attending English classes and never learn to say half decently even a
third of the 70 or so important irregular verbs.

The reason is probably because their teachers never provided them with
systematic, ongoing teaching of these verbs. Here we hope to remedy
this.

73
18.13 Simple past Read the paragraph, have students read it, and then ask the questions.

Picture 46 – Nancy Johnson As in Unit 10 with the present simple, it’s important to establish discipline
in answering the questions. Don’t allow your students to be sloppy in their
answers. Help them to acquire good pronunciation and grammar habits.

18.14 Irregular verb practice Have your students answer the following questions in complete
sentences:

How many times did you buy a newspaper last month?

How many times did you catch a taxi last month?
How many jokes did you hear last week?
Where did you have lunch yesterday?
How many times did you meet with me last week?
How much did you pay for your car?
How many times did you think about your English class yesterday?
What time did you get here today?
How many people did you know when you were 3 years old?
What bank did you keep your money in last year?

18.15 Simple past Read the paragraph, have students read it, and then ask the questions.

Picture 47 – Nigel Perkins As in Unit 10 with the present simple, it’s important to establish discipline
in answering the questions. Don’t allow your students to be sloppy in their
answers. Help them to acquire good pronunciation and grammar habits.

18.16 Irregular verb practice Have your students answer the following questions in complete
sentences:

How many times did you see me last week?

Did Russia sell Alaska to the United States or to Japan in 1860?
How many faxes did you send last week?
How many times did you wear those shoes last week?
When did the Real Madrid win its last European Cup?
Did Japan win or lose the Second World War?
What did you give your husband/wife for his/her last birthday?
How many meetings did you hold last month?
How many times did you feel tired last week?
Did Mohammed Ali fight in boxing matches or in kung fu matches?

18.17 Simple past Read the paragraph, have students read it, and then ask the questions.

Picture 48 – Natasha Zarakovich As in Unit 10 with the present simple, it’s important to establish discipline
in answering the questions. Don’t allow your students to be sloppy in their
answers. Help them to acquire good pronunciation and grammar habits.

18.18 Irregular verb practice Have your students answer the following questions in complete
sentences:

What time did this class begin?

Did the Egyptians build the pyramids or the Taj Mahal?
What did you bring to class with you today?
How many grammar mistakes did you make in the last class?
Did I teach English or Spanish last month?
Did you sleep on a single bed or a double bed last night?
What language did you speak with your parents when you were a child?
How much money did you spend yesterday?
Did you sit in that chair or in another chair during the last class?
Did you stand in front of me or behind me when we met for the first time?

74
18.19 Simple past Read the paragraph, have students read it, and then ask the questions.

As in Unit 10 with the present simple, it’s important to establish discipline

Picture 49 – Aki Morita in answering the questions. Don’t allow your students to be sloppy in their
answers. Help them to acquire good pronunciation and grammar habits.

18.20 Translation booklet 1 – list 15 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 1 – lists 29 & 30 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

18.21 Irregular verb practice Have your students answer the following questions in complete
sentences:

When did Juan Carlos the First become the King of Spain? (1975)
Did the Roman Empire fall 100 years or 400 years after Christ? (400)
Did the miners find gold or silver in California last century?
When the Beatles were together, did they fly to a lot of countries or to only
a few countries?
When you were two years old, did you grow quickly or slowly?
Did Cervantes write Don Quixote or Moby Dick?
Did Napoleon take his army to other countries or did he stay in France?
Did Napoleon usually tell his army to advance or to retreat?
How much did your present car cost when you bought it?
Did you choose to work in this company or was it an obligation?

18.22 Simple past Read the paragraph, have students read it, and then ask the questions.

As in Unit 10 with the present simple, it’s important to establish discipline

Picture 50 – Pierre Monet in answering the questions. Don’t allow your students to be sloppy in their
answers. Help them to acquire good pronunciation and grammar habits.

18.23 Irregular verb practice Have your students answer the following questions in complete
sentences:

Did the Indians steal horses or money from the cowboys?

Did Carl Lewis run the 100 meters in the Olympics or in the World Cup?
Did the sun rise before or after you left home this morning?
Did the English break diplomatic relations with Germany or with Mexico at
the beginning of the Second World War?
What grammar point did I teach you in the last class?
What language did I speak during the last class?
How much money did you spend yesterday?
How long did you know your wife/husband before you got married?
Where did you meet your husband/wife?
What did you have for dinner last night?

18.24 Simple past Read the paragraph, have students read it, and then ask the questions.

As in Unit 10 with the present simple, it’s important to establish discipline

Picture 51 – Denise Johnson in answering the questions. Don’t allow your students to be sloppy in their
answers. Help them to acquire good pronunciation and grammar habits.

75
18.25 Irregular verb practice Have your students answer the following questions in complete
sentences:

When did you sell your last car?

Where did you sleep last night?
How many important things did you do yesterday?
Where did you go after work last Friday?
Did Brazil or Kuwait win the World Cup in 1958?
Did I give you an English class or a Spanish class last week?
How many presents did you get for Christmas last year?
Did you buy the computer in your office or did the company buy it?
Did the Chinese or the Japanese build the Great Wall of China?
How did you feel when you got up this morning?

18.26 Simple past Read the paragraph, have students read it, and then ask the questions.

As in Unit 10 with the present simple, it’s important to establish discipline

Picture 52 – Luigi Barghini in answering the questions. Don’t allow your students to be sloppy in their
answers. Help them to acquire good pronunciation and grammar habits.

18.27 Translation booklet 1 – list 16 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 1 – lists 31 & 32 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

18.28 Irregular verb practice Have your students answer the following questions in complete
sentences:

Approximately how many centimeters did your hair grow last month?
How many important news stories did you hear on the news last week?
What time did you leave the office last Friday?
Did Don Quixite fight against windmills or aqueducts?
About how many kilometers did you drive last week?
About how many liters of water did you drink last weekend?
How many times did you come to class last month?
How many times did you catch a cold last year?
What color shoes did you wear yesterday?
Did you say hello or goodbye to me when you got here today?

18.29 Simple past Read the paragraph, have students read it, and then ask the questions.

Picture 53 – Li Tong As in Unit 10 with the present simple, it’s important to establish discipline
in answering the questions. Don’t allow your students to be sloppy in their
answers. Help them to acquire good pronunciation and grammar habits.

76
18.30 Irregular verb practice Have your students answer the following questions in complete
sentences:

Did you put your books on the table or on the floor when you got here?
How many advertisements did you read last week?
When did you see the president of Spain on TV?
When did you find your first job?
When did you fly in a plane for the first time?
When did you eat spaghetti for the first time?
Did prices in general rise or fall last year?
What time did you begin work this morning?
When did Christopher Columbus become important and famous?
How many e-mail messages did you write last week?

18.31 Translation booklet 1 – list 17 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 1 – lists 33 & 34 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

18.32 Simple past Read the paragraph, have students read it, and then ask the questions.

Picture 54 – Inés García As in Unit 10 with the present simple, it’s important to establish discipline
in answering the questions. Don’t allow your students to be sloppy in their
answers. Help them to acquire good pronunciation and grammar habits.

18.33 Irregular verb practice Have your students answer the following questions in complete
sentences:

How much did your first car cost?

How many meetings did your boss hold last week?
Where did you keep your shoes when you were a child?
Did France or Brazil lose the final match in the last World Cup?
How many e-mail messages did you send last week?
Did Winston Churchill tell the British to defend Britain or to surrender?
What nationality did you think I was when you met me?
How many times did you take someone to a restaurant last year?
Did Christopher Columbus bring Indians or Africans back to Spain?
Did Al Capone break the law in the United States or in Spain?

18.34 Simple past Read the paragraph, have students read it, and then ask the questions.

Picture 55 – Michael Johnson As in Unit 10 with the present simple, it’s important to establish discipline
in answering the questions. Don’t allow your students to be sloppy in their
answers. Help them to acquire good pronunciation and grammar habits.

77
18.35 Irregular verb practice Have your students answer the following questions in complete
sentences:

Did Madonna make a lot of money or only a little money last year?
Did Christopher Columbus say that the earth was round or flat?
Did the leaves fall last autumn or last summer?
Did Al Capone run a legal business or an illegal business?
Did you pay for your present car in pesetas or in dollars?
How did you come to work this morning?
Did you choose to attend this class or was it an obligation?
How many times did you sit in the back seat of a car last year?
Did Adam and Eve eat an apple or an orange in the Garden of Eden?
How many cars did you have five years ago?

18.36 Translation booklet 1 – list 18 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 1 – lists 35 & 36 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

18.37 Simple past Read the paragraph, have students read it, and then ask the questions.

Picture 56 – Paula Eisenbach As in Unit 10 with the present simple, it’s important to establish discipline
in answering the questions. Don’t allow your students to be sloppy in their
answers. Help them to acquire good pronunciation and grammar habits.

18.38 Irregular verb practice Have your students answer the following questions in complete
sentences:

How many different watches did you wear last week?

Did you know how to read in Spanish and in German when you were 10?
How many people did you see when you got to the office this morning?
How did you feel when you got to the office this morning?
Did you meet me a long time ago or a short time ago?
Did Christopher Columbus think the earth was round or flat?
Did Real Madrid spend a lot of money or only a little money to keep Raúl?
Did Fittipaldi drive formula 1 or formula 2 cars?
Where did you put your notebook when you got to this class today?
What did you say to me when you got here?

18.39 Translation booklet 1 – list 19 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 2 – list 1 & 2 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

This unit has introduced, through the readings, a lot of forms and expressions that will be
formally taught and reinforced in later units. From now on, most of the review work will be done
through the translation and vocabulary booklets. However, every unit will continue to include the
ongoing review and reinforcement of numbers, dates, etc.

Irregular verbs will continue to be reviewed as well, together with more attention to regular verb
endings.
78
Unit 19

19.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

19.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

62,410 – 757,715 – 272,774 – 18,880 – 10,110 –43,343 stop and check

913,330 – 667,767 – 414,314 – 6,466,210 – 1,554,870 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

19.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

19.4 Review the days of the week If they’ve become good with the days, zip through this point in less than a
minute.

19.5 Review of the months of the year If they’ve become good with the months, zip through this point in less than
a minute.

19.6 Review of ordinal numbers and dates Make sure you cover 11th through 20th + 30th, 40th, etc.

Although you may be tired of it by now, go through a calendar month as

follows:

Monday, the first. Tuesday, the second. Wednesday, the third. Thursday,
the fourth. Friday, the fifth. Saturday, the sixth. Sunday, the seventh.
Monday, the eighth. Tuesday, the ninth, etc. until the 31st.

19.7 Review of dates (contd.) (Picture 28) Do columns 2 and 3 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

79
19.8 Review of years Dictate the following years:

1915, 1950, 1990, 1919, 1914, 1940, 1930. 1913, 1916, 1960

Check them and have your students say them back to you

19.9 Review of telling time (Picture 23) Go through the picture once again.

19.10 Regular verbs in past ( Picture 44) Go through the first column of picture 44 and say the verb in the present
tense. Then the student must say it in the past form. Insist on the best
pronunciation possible. Example:
Pronunciation of endings
Teacher: Every day I agree
Student: Yesterday I agreed
Teacher: Every day I allow
Student: Yesterday I allowed

Go all the way down the first column

19.11 Superlatives Are you the tallest person in this class?

Is Granada the most beautiful city in Spain?

Use the following adjectives, and more if I’ve forgotten some. Some of
them are irregular, such as good-best, bad-worst, and far-farthest. The
third column are adjective requiring “most” or “least”.

tall-short thick-thin important

long-short simple-complicated interesting
big-small far-near attractive
easy-difficult high-low beautiful
hard-soft good-bad difficult
fast-slow rich-poor intelligent
cheap-expensive clean-dirty expensive
young-old hot-cold famous
new-old wet-dry (climate) popular

What’s the biggest city in Spain?

What’s the fastest animal in the world? (the cheetah)
Who’s the richest person in the world? in Spain? in this company?
What’s the most beautiful city/province in Spain?
Who’s the best English speaker in this company?
Etc.

19.12 Superlatives – student questions Here is a list of questions you can ask about the United States that most
Spanish students don’t know.

Teacher: What’s the biggest state in the United States in area?

Student: I don’t know.
Teacher: Tell Paco to ask me.
Student: Paco, ask the teacher what the biggest state in area is.
Paco: What’s the biggest state in the United States in area?
Teacher: Alaska is the biggest state in the United States in area.

More questions:

The richest state (California) The most beautiful (Colorado?)

The poorest state (Mississippi) The smallest in population (Wyoming)
The biggest in population (California) The most important in oil (Alaksa)
The second biggest (Texas) The most important in cotton (Texas)
The second biggest in area (Texas) … in agriculture (Iowa)
The smallest in area (Rhode Island) … in industry (Pennsylvania)
The second smallest in area (Hawaii) … in finance (New York)
The coldest (Alaska) … in tourism (Florida)
The hottest (Arizona) … in tobacco (North Carolina)
The most humid (Washington state) … in wine production (California)

80
19.13 Translation booklet 1 – list 20 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 2 – lists 3 & 4 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

19.14 Anybody – Anyone Is there anybody in your house now?

Somebody – Someone
Nobody – No one - No, there isn’t anybody in my house now
Everybody – Everyone - Yes, there is somebody in my house now.
- Yes, there are several people in my house now.

As you can see, the truly correct answer could be the third one. Let your
students answer the questions in a natural way. If there is more than one
person, your students can say “a few”, “a lot of”, “several” etc.

Who was in this room at 3:00 a.m. this morning?

Was there anyone in this room at 7:00 a.m.?
Does everyone or no one speak Spanish in this company?
Does everyone or no one in this office speak Chinese?

Who in this company knows how to fly like Peter Pan?

swim like a dolphin?
build rockets?
levitate?
turn invisible?
walk on water?
turn copper into gold?
speak Turkish?
Etc.

drive a car?
insert a diskette in a computer?
read in Spanish?
make a hotel reservation?
cook spaghetti?
tie their shoes?
operate an elevator?
change channels on a TV?
Etc.

The following questions are designed to elicit “someone” or “some

people”, or “no one”, depending on who the student knows:

Do you know anyone who lives in Rome?

Do you know anyone who is a multimillionaire?
Do you know anybody who smokes more than two packs a day?
Do you know anybody who works at night?
Do you know anyone who drinks whiskey every day?
Do you know anyone who owns a bar?
Do you know anybody who works in a fashion shop?
Do you know anybody who comes here every Saturday morning?
Do you know anyone who flies to Germany often?
Do you know anyone who belongs to a political party?
Do you know anybody who eats paella every day?
Do you know anybody who won the Christmas lottery last year?
Do you know anyone who fought in the Second World War?
Do you know anyone who leaves home every day at 4 a.m.?
Do you know anybody who wins a lot of money playing poker?
Do you know anybody whose son is a famous poet?
Do you know anyone whose father was a famous criminal?
Do you know anyone whose last name (surname) is Fitzgerald?
Do you know anybody whose family immigrated to Spain from Thailand?
Etc.

81
19.15 The weather (Picture 57) There are two standard ways to ask about the weather:

- How’s the weather?

- What’s the weather like?

The second form is more common when we really want to know and we
ask someone, for example, to look out the window and tell us. The first
form is more distanced from reality, for example, when we talk to a friend
in another country and ask them about the weather at that moment.

So, I recommend that you teach the form: What’s the weather like?

In addition, if we drill in this latter form, then we may have fewer problems
later on when we want to teach the concept: What’s your boss like?

Spanish people have trouble understanding the logic of this form. If we

start teaching it with the weather, then it may help us later.

What’s the weather like today?

What’s the weather like in the first picture?
…the second picture? Etc.

Here are the recommended expressions and adjectives from the pictures:

Picture 1: sitting on the terrace, enjoying the nice weather, the sun is
shining, the sky is clear, it’s not cloudy, it’s not very hot, it’s not very cold,
it’s a nice day, it’s a perfect day, the weather is beautiful, etc.

Picture 2: Going to the garage, carrying an umbrella, it’s raining, it’s

raining cats and dogs, it’s very windy, the sun isn’t shining, it’s very
cloudy, the weather is bad, the weather is terrible.

Picture 3: Crossing Red Square in Moscow, it’s snowing, it’s very cold, the
weather is bad, the weather is terrible, the sun isn’t shining, it’s very
cloudy, she’s wearing warm clothes.

Picture 4: In the desert, they need water, it’s very hot, cutting a piece of
cactus, it’s hot and dry, the sun is shining, the sky is clear, it’s not cloudy.

Picture 5: It’s nighttime, walking on a bridge, it’s foggy, it’s cool (not cold),
the sky is cloudy, he’s wearing a coat.

Picture 6: It’s hot and humid, he’s going to cross the street, he’s wearing a
suit, he’s hot, he’s sweating, the sky is clear, it’s not cloudy.

19.16 Regular verbs in past ( Picture 44) Go through the second column of picture 44 and say the verb in the
present tense. Then the student must say it in the past form. Insist on the
best pronunciation possible. Example:
Pronunciation of endings
Teacher: Every day I ask
Student: Yesterday I asked (askt)
Teacher: Every day I check
Student: Yesterday I checked (checkt)

Go all the way down the second column

19.17 Translation booklet 1 – list 21 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 2 – list 5 & 6 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

82
19.18 Regular verbs in past ( Picture 44) Go through the third column of picture 44 and say the verb in the present
tense. Then the student must say it in the past form. Insist on the best
pronunciation possible. Example:
Pronunciation of endings
Teacher: Every day I accept
Student: Yesterday I accepted (akseptid)
Teacher: Every day I act
Student: Yesterday I acted (actid)

Go all the way down the third column

19.19 Review of: In English, it’s more common to make a negative, or backward
comparison, than a straight-forward comparison. Example:
not as much as vs. less
not as many as vs. fewer It’s more common to say: I don’t have as much money as you… than to
say: I have less money than you.

In the following routine, the teacher states the less common form and the
student must come back with the more common one:

Teacher: There is less water in Syria than in England.

Student: There isn’t as much water in Syria as in England.

Teacher: There are fewer olive trees in Brazil than in Spain.

Student: There aren’t as many olive trees in Brazil as in Spain.

To facilitate this routine, I recommend that you take two countries, for
example, Syria and Spain, and follow the above routine comparing the
two countries regarding:

people camels rain

sunlight oil (petroleum) Bedouins
factories flamenco dancers coastline
sand olive trees ports
bulls olive oil industry

19.20 How far is it from…to Madrid-Barcelona your house-the office here-center of town
Madrid-Seville your house-the subway here-nearest restaurant
Madrid-Valencia your house-the pharmacy here-nearest subway
Etc. Etc. Etc.

Tell Paco to ask me how far it is from:

New York-Los Angeles (3,000 miles) Chicago-Denver (1,600 miles)

Miami-Seattle (3,500 miles) Houston-Dallas (280 miles)
Canada-Mexico (2,000 miles) my house-this office
Etc. Etc.

19.21 How long does it take… In this point, we only use the present tense and elicit the answers from
the students. For the moment, we want them to get used to the
expression “It takes…” in order to specify the time needed to do
something. We don’t want the students to ask questions yet, nor do we
want to use the past tense. In addition, we don’t want to personalize the
questions by asking “How long does it take you to…

Ask questions like the following:

How long does it take to: drive from Madrid to Valencia?

fly from Madrid to New York?
wash a car?
play a tennis match?
smoke a cigarette?
cook paella?
to walk one kilometer?
to learn to ride a bicycle?
to learn a language?
to get an engineering degree?
Etc.

83
19.22 How long does/did it take you… Here we personalize and we use the past tense as well.

How long does it take you to: get dressed in the morning?
come here every morning?
go home in the afternoon?
shave in the morning?
to get ready for work?
write an e-mail message?
have lunch during the week?
walk from your house to the pharmacy?
Etc.

How long did it take you to: find your first job?
reach your present level of English?
get your degree?
get dressed this morning?
come here this morning?
to learn your present job?
feel confident in your present job?
come to class today?
Etc.

19.23 Student questions (how long…takes) Tell María to ask Paco how long it takes him to…

Tell María to ask Paco how long it took him to…

Use the question aids given in the previous point plus whatever else
occurs to you.

19.24 Regular verbs in past ( Picture 44) Go through the first column again of picture 44 and say the verb in the
present tense. Then the student must say it in the past form. Insist on the
best pronunciation possible. Example:
Pronunciation of endings
Teacher: Every day I agree
Student: Yesterday I agreed
Teacher: Every day I allow
Student: Yesterday I allowed

Go all the way down the first column

19.25 Translation booklet 1 – list 22 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 2 – lists 7 & 8 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

84
Unit 20

20.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

20.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

41,026 – 517,577 – 477,722 – 80,818 – 11,010–43,334 stop and check

330,319 – 676,667 – 413,144 – 3,456,320 – 2,665,980 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

20.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

20.4 Review the days of the week If they’ve become good with the days, zip through this point in less than a
minute.

20.5 Review of the months of the year If they’ve become good with the months, zip through this point in less than
a minute.

20.6 Review of ordinal numbers and dates Make sure you cover 11th through 20th + 30th, 40th, etc.

Although you may be tired of it by now, go through a calendar month as

follows:

Tuesday, the first. Wednesday, the second. Thursday, the third. Friday,
the fourth. Saturday, the fifth. Sunday, the sixth. Monday, the seventh.
Tuesday, the eighth. Wednesday, the ninth, etc. until the 31st.

20.7 Review of dates (contd.) (Picture 28) Do columns 4 and 5 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

85
20.8 Review of years Dictate the following years:

1960, 1919, 1914, 1930, 1916, 1913, 1990, 1940

Check them and have your students say them back to you

20.9 Review of telling time (Picture 23) Go through the picture once again.

20.10 whose (Picture 58) Here, we are not teaching possessive pronouns, but rather “whose” as it
is used in the middle of a sentence: He’s the man whose son is a poet”.

Show the students picture 58 and tell them to match the person with the
description:

Phillip Johnson is the man (“the one”) whose wife is an interior decorator.
Nigel Perkins is the man whose son lives on the French Riviera.
Etc.

Go through the list 3 times. By the third time, your students will quickly
match the columns and produce the sentence in a quicker way.

20.11 Regular verbs in past ( Picture 44) Go through the second column again of picture 44 and say the verb in the
present tense. Then the student must say it in the past form. Insist on the
best pronunciation possible. Example:
Pronunciation of endings
Teacher: Every day I ask
Student: Yesterday I asked (askt)
Teacher: Every day I check
Student: Yesterday I checked (checkt)

Go all the way down the second column

20.12 Quick irregular verb review Follow the same routine as in the previous point, using the following
verbs:

become buy cut feel

begin catch do fight
break choose drink find
bring come eat fly
build it cost fall forget

Routine:

Teacher: Every day I become

Student: Yesterday I became
Etc.

20.13 Translation booklet 1 – list 23 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 2 – lists 9 & 10 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

86
20.14 still – not anymore Teacher: (hitting the table) What am I doing?
Student: You’re hitting the table.
Teacher: (continuing hitting the table) And now what am I doing?
Student: You’re still hitting the table.
Teacher: (continuing) And now?
Student: You’re still hitting the table.
Teahcer: (stops hitting) Am I still hitting the table?
Student: No, you’re not hitting the table anymore.

More actions:

Looking at (a student) crying (mimic)

walking around the chair cleaning your ring
tying your shoe moving your chair (move it to door)
playing tennis (mimic) trying to lift the table
standing next to the door trying to touch the ceiling

20.15 still – not anymore (contd.) Is Felipe Gonzalez still the president of Spain?
Does Michael Jordan still play basketball in the NBA?
Does Spain still have problems with inflation?
Are people from Africa still emigrating to Europe?
Does Brazil still have some of the best football players in the world?
Does the Soviet Union still exist?
Is Sofia Loren still alive?
Was Franco still alive when Felipe Gonzalez became president of Spain?
Did the Soviet Union still exist when Gorbachov lost power?
Is Tio Pepe still a popular drink in Spain?
Do a lot of Spanish people still emigrate to Germany?
Is English still an important language to learn?
Etc.

Note: We will come back to these two forms later when we are reach the
present perfect tense.

20.16 Regular verbs in past ( Picture 44) Go through the third column again of picture 44 and say the verb in the
present tense. Then the student must say it in the past form. Insist on the
best pronunciation possible. Example:
Pronunciation of endings
Teacher: Every day I accept
Student: Yesterday I accepted
Teacher: Every day I act
Student: Yesterday I acted

Go all the way down the third column

20.17 Quick irregular verb review Follow the same routine as in the previous point, using the following
verbs:

get hear lose put

give hold make read
go keep meet run
grow know say see
have leave pay sell

Routine:

Teacher: Every day I get

Student: Yesterday I got
Etc.

87
20.18 too – enough These expression have appeared in the readings. This is their formal
introduction.

Study the following routine between the teacher and María:

Teacher: María, touch the ceiling please

María: I can’t
Teacher: Why not?
María: Because it’s too high.
Teacher: Do you mean you’re not tall enough to touch the ceiling?
María: Yes, I’m not tall enough to touch it.
Teacher: Do you mean you’re too short?
María: Yes, I’m too short.
Teacher: Do you mean the ceiling is not low enough for you?
María: Yes, the ceiling’s not low enough for me.

In response to why she can’t touch the ceiling, María will probably say
“because it’s very high”. If she says this, then you should look up at the
ceiling and say “The ceiling is not really very high…but it’s too high for
you to touch”.

Spaniards tend to say “very” where we say “too”

Grammatical note: “Enough” goes before nouns and after

adjectives or adverbs. “I have enough money”. “I’m tall enough”.

Here are more ideas similar to “touching the ceiling”.

María, put this notebook in your pocket please.

- notebook too big
- pocket too small
- notebook not small enough
- pockt not big enough

María, carry this table to your car please

- table too heavy
- María too weak
- table not light enough
- María not strong enough

María, read this paragraph please (stand 3 meters away from her)
- too far away to read
- not close enough to read

María, is it close enough now to read? (move half a meter closer)

- No, it’s still too far away to read
- No, it’s still not close enough to read

Is this better? (hold the paragraph one centimeter from her eyes)
- too close to read
- not far enough away to read

Is it far enough away now to read? (step back one meter)

- Yes, now it’s far enough away to read

Is it too far away to read?

- No, it’s not too far away to read.

Etc.

20.19 enough – too much – too many Are there too many trees or not enough trees in Spain?
Is there too much pollution or not enough pollution in Spain?
Are there too many cars or not enough cars in Madrid?
Is there too much money or not enough money in your bank account?
Are there too many politicians or not enough politicians in Spain?
Is there too much noise or not enough noise in Madrid?
Are there too many lawyers or not enough lawyers in Spain?
Usually is there too much rain or not enough rain in Spain?
Are there too many bosses or not enough bosses in this company?
Is there too much corruption or not enough corruption in politics?
Are there too many people or not enough people in the world?
Is there too much money or not enough money in football?

88
20.20 Translation booklet 1 – list 24 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 2 – lists 11 & 12 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

20.21 Regular verbs in past ( Picture 44) Go through the first column again of picture 44 and say the verb in the
present tense. Then the student must say it in the past form. Insist on the
best pronunciation possible. Example:
Pronunciation of endings
Teacher: Every day I agree
Student: Yesterday I agreed
Teacher: Every day I allow
Student: Yesterday I allowed

Go all the way down the first column

20.22 Quick irregular verb review Follow the same routine as in the previous point, using the following
verbs:

send stand think write

sit steal throw become
sleep take understand begin
speak teach wear break
spend tell win build

Routine:

Teacher: Every day I send

Student: Yesterday I sent
Etc.

20.23 Questioning in present and past Pick someone from your family and ask questions as follows:

Ask me if my sister goes to the beach often?

Ask me if she went to the beach last year?

Ask me if my sister teaches English?

Ask me if she taught English last year?

Ask me if my sister wears a hat often?

Ask me if she wore a hat when she was younger?

Etc.

The purpose of this drill is simply to get students to ask questions with
“does” and “did”.

Here are more helpers:

drinks coca cola spends a lot of time working

gives money to charity takes her vacation in the winter
loses her handbag often writes short stories
leaves home before 8:00 a.m. does crazy things
thinks I’m crazy catches colds easily
tells a lot of jokes begins work at 9:00
sleeps late on Saturdays gets tired easily
drives a sports car flies to a lot of different places
has a lot of money forgets things easily
buys and sells horses spends a lot of money
runs every morning before work earns a lot of money
sends me letters knows a lot of important people
calls me often works as a sales clerk in a shop
eats a lot plays tennis

89
Unit 21

21.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

21.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

21,604 – 175,757 – 342,816 – 37,690 – 17,707– 79,706 stop and check

319,033 – 667,111 – 144,314 – 4,567,430 – 3,776,100 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

21.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

21.4 Review the days of the week If they’ve become good with the days, zip through this point in less than a
minute.

21.5 Review of the months of the year If they’ve become good with the months, zip through this point in less than
a minute.

21.6 Review of ordinal numbers and dates Go through a calendar month as follows:

Wednesday, the first. Thursday, the second. Friday, the third. Saturday,
the fourth. Sunday, the fifth. Monday, the sixth. Tuesday, the seventh.
Wednesday, the eighth. Thursday, the ninth, etc. until the 31st.

21.7 Review of dates (contd.) (Picture 28) Do columns 1 and 2 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

21.8 Review of years Dictate the following years:

1950, 1963, 1815, 1998, 1732, 1970, 1615, 1917

Check them and have your students say them back to you

90
21.9 Review of telling time (Picture 23) Go through the picture once again.

21.10 Translation booklet 1 – list 25 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 2 – lists 13 & 14 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

21.11 Review: Connect two ideas together, both containing “was” or “were”:

Compound use of “was” and “were” How old was your father when you were born?
Ask me how old my father was when I was born.

Continue asking about the ages of different family members when one or
another member was born. Especially ask about yourself, as this forces
the students to use “were” and “was” in the same question (How old were
you when your brother was born?).

21.12 Review: To last First ask questions in the present tense and insist on correct
pronunciation. It’s tough for students to say “it lasts”, because there is a
(in present and past tense) double “s” sound.

How long does the news last on television?

How long does a movie last?
How long does this class last?
How long does a telephone conversation usually last?
How long does your lunch break last?
How long does your coffee break usually last?
How long does a meeting usually last in your department?
How long does a pack of cigarettes usually last?
How long does a video game usually last?
How long does an opera last?
How long does your summer vacation usually last?
Etc.

Now the past tense:

How long did the Second World War last? (6 years)

How long did the 100 Years War last?
How long did the Spanish Civil War last? (3 years)
How long did the American Civil War last? (4 and a half years)
How long did our previous class last?
How long did Christopher Colmbus’ first voyage last? (month & a half)
How long did the Roman Empire last? (700 years, including Republic)
How long did your last meeting last?
How long did the First World War last? (4 years)
Etc.

21.13 Review of “whose” and possessive pronouns Simply ask about all the objects in the classroom that belong to someone.

Whose book is this?

Ask me whose pens those are.
Tell Paco to ask María whose notebook that is.
Whose papers are these?
Etc.

91
21.14 Review: Saxon Genitive (Picture 21) Point 7.19 introduced this form. Go over it once again

father father-in-law With picture 21, train the students into the following drill:
mother mother-in-law
parents sister-in-law You say, for example: Giovanni – Natalia
children brother-in-law
son son-in-law The student says: Giovanni is Natalia’s husband
daughter daughter-in-law
brother grandparents Teacher: Natalia – Luigi
sister grandchildren Student: Natalia is Luigi’s mother
cousin grandfather
nephew grandmother Teacher: Roberto – Ana
niece Student: Roberto is Ana’s brother

Etc.

You can spend half an hour on this family tree if you want. Make sure the
students learn the names in English for family relationships, especially the
ones that are always hard to remember like “niece” and “nephew”.

Don’t stop the exercise until the students gain a “feeling” for the Saxon
genitive (Sandro’s father…)

21.15 Translation booklet 1 – list 26 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 2 – lists 15 & 16 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

21.16 Review: “going to” future Ask all the questions you can think of with “going to”:

Are you going to come here tomorrow?

Are you going to kill your husband next week?
Are you going to go shopping next Saturday?
Are you going to have dinner with me tonight?
Etc.

Is your wife going to come here after class?

Are your children going to attend an American university?
Is Spain going to invade France next year?
Is the government going to prohibit smoking next month?
Etc.

Ask me if I’m going to call my wife after this class.

Ask me if I’m going to continue teaching for the rest of my life.
Ask Paco if he’s going to take his children to school tomorrow.
Tell María to ask me if I’m going to be here for the next class.
Etc.

21.17 …was going to + infinitive (Picture 59) First, go through the pictures asking what each person is going to do.

Then turn over the picture book so no one can see the pictures and ask:

What was Paula going to do?

Was she going to open the door with her left hand or right hand?
What was Michael going to do? (He was going to catch the ball)
What was the plane going to do? (It was going to land)
Etc.

92
21.18 Regular verbs in past ( Picture 44) Go through the second column again of picture 44 and say the verb in
the present tense. Then the student must say it in the past form. Insist on
the best pronunciation possible. Example:
Pronunciation of endings
Teacher: Every day I ask
Student: Yesterday I asked (askt)
Teacher: Every day I check
Student: Yesterday I checked (checkt)

Go all the way down the second column

21.19 Quick irregular verb review Follow the same routine as in the previous point, using the following
verbs:

buy cut feel get

catch do fight give
choose drink find go
come eat fly grow
it cost fall forget have

Routine:

Teacher: Every day I buy.

Student: Yesterday I bought.
Etc.

21.20 Review: Have the students study the picture for a moment and then turn it over so
they cannot see it, asking:
There was – There were (Picture 12)
Was there a pencil in the picture? Yes, there was.
How many pencils were there? There was only one.
Are you sure? No, I’m not / Yes, I am
How many dogs were there? There was one.
Was there only one or were there two?
Tell me what else there was in the picture.

There was an orange

There were two chairs
Etc.

21.21 Review: There will be Ask questions like the following:

Was there a party in this office yesterday?

Will there be a party in this office tomorrow?
Was there a parliamentary election last week?
And next week?
Was there a religious holiday last week?
And next week?
Was there an important meeting in this room yesterday?
And tomorrow?
Etc.

21.22 Translation booklet 1 – list 27 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 2 – lists 17 & 18 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

93
Unit 22

22.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

22.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

60,421 – 313,330 – 880,818 – 40,414 – 17,770– 19,990 stop and check

550,515 – 616,660 – 101,211 – 5,678,540 – 4,887,210 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

22.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

22.4 Review the days of the week If they’ve become good with the days, zip through this point in less than a
minute.

22.5 Review of the months of the year If they’ve become good with the months, zip through this point in less than
a minute.

22.6 Review of ordinal numbers and dates Go through a calendar month as follows:

Thursday, the first. Friday, the second. Saturday, the third. Sunday, the
fourth. Monday, the fifth. Tuesday, the sixth. Wednesday, the seventh.
Thursday, the eighth. Friday, the ninth, etc. until the 31st.

22.7 Review of dates (contd.) (Picture 28) Do columns 3 and 4 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

22.8 Review of years Dictate the following years:

1972, 1855, 1347, 1999, 2004, 1867, 1991

Check them and have your students say them back to you

94
22.9 Review of telling time (Picture 23) Go through the picture once again.

22.10 Present perfect simple The present perfect expresses actions in a period of time that has not
ended yet:
Theoretical explanation
I came here three times last week simple past – period of time ended

I have come here twice this week present perfect – period of time still
in effect

22.11 Present perfect simple – drill work Elicit an answer to the question in the first column and then ask the question in the
second column, waiting for the student to come up with the right answer in the
present perfect.
So far
For the moment, help the student with the participle form of the verbs. Make sure
Introduction to past participle they use “I’ve” properly. Insist on the contraction “I’ve” or “I haven’t”.

How many novels did you read last year? And so far this year?
How many times did you see me last week? And so far this week?
How many onions did you eat last week? And so far this week?
How many times did you call me last week? And so far this week?
How many people did you kill last month? And so far this month?
How many whiskies did you drink yesterday? And so far today?
How many cars did you buy last year? And so far this year?
How many love letters did you write last month? And so far this month?
How many windows did you break last month? And so far this month?
How many checks did you sign yesterday? And so far today?
How many jewels did you steal last month? And so far this month?
How many times did you go to the beach last month? And so far this month?
How many stones did you throw yesterday? And so far today?
How many times did you speak to your boss yesterday? And so far today?
How many plane crashes did you see last year? And so far this year?
How many wonderful things did you do yesterday? And so far today?

22.12 Have you ever been to…? Here we start with the easy-to-drill question form “Have you ever been
to…?”.
ever – never
Go back to the maps in pictures 2 through 5 if you have trouble
remembering places. Also, go back to point 4.6 in this method if you want
to ask about locations in Spain.

Note: For the negative, elicit “I’ve never been…”, not “I haven’t ever
been…”

Drill routine:

Have you ever been to Rome? No, I’ve never been to Rome
Yes, I’ve been to Rome.

If the student answers “yes”, then ask the following two questions:

How many times have you been to Rome?

When did you go there?

If the student has been there several times, then ask: When did you go
there the first time? When did you go there the second time? Etc.

Once you’ve finished with Rome, go on to Paris, London, New York, etc.
Ask about at least ten different places.

95
22.13 Student questions Have your students do the exact same routine as above, questioning
each other or questioning you. Help them along if necessary.

22.14 Present perfect simple – drill work Elicit an answer to the question in the first column and then ask the
question in the second column, waiting for the student to come up with
the right answer in the present perfect.
So far
For the moment, help the student with the participle form of the verbs.
Introduction to past participle Make sure they use “I’ve” properly. Insist on the contraction “I’ve” or “I
haven’t”.

How many times did you forget to come to this class last month? And so far this month?
How many faxes did you read yesterday? And so far today?
How many letters did you send yesterday? And so far today?
How many crimes did you commit last month? And so far this month?
How many banks did you rob last year? And so far this year?
How many times did you go fishing last month? And so far this month?
How many times did you go swimming last month? And so far this month?
How many colds did you catch last year? And so far this year?
How many illnesses did you suffer last year? And so far this year?
How many people did you shout at yesterday? And so far today?
How many complaints did hear yesterday? And so far today?
How many questions did you answer during the last class? And so far today?
How many times did you play poker last month? And so far this month?
How many times did you break the law last week? And so far this week?
How many times did you begin to write a novel last year? And so far this year?
How many times did you bite your tongue yesterday? And so far today?
How many times did you bring me here last week? And so far this week?
How many sandcastles did you build last month? And so far this month?
How many car accidents did you have last month? And so far this month?
How many times did you come to class last week? And so far this week?

22.15 Ever – never Drill work The following is a list of questions that you should ask your students. All
the questions ask about things that your students have never done or
things that have never happened. We want to elicit the negative with
“never”.

When was the last time you went to the North Pole?
When was the last time you flew to Mongolia?
When did Spain last win the football World Cup?
When was the last time you took me to the airport?
When was the last time you were an English teacher?
When was the last time you gave me a tip?
When did you last have malaria?
When did you last have yellow fever?
When did you last have tuberculosis?
When was the last time this class lasted 10 hours?
When did you last have polio?
When did you last bring me a present?
When did you last fight in a war?
When did you last buy a Jaguar?
When did you last teach me the irregular verbs in English?
When was the last time you saw a UFO?
When was the last time you spoke English as well as I do?
When was the last time you broke a world record?
When was the last time it took you 10 minutes to tell a joke?
When was the last time this class began at 7:00 am?
When did you last bring a Cuban cigar to this class?
When did you last build in igloo?
When did you last buy a Rolls Royce?
When did you last catch a train at 3:00 o’clock in the morning?
When was the last time you chose pink shoes instead of brown shoes?

96
22.16 Regular verbs in past & present perfect Go through the third column of picture 44 and say the verb in the
infinitive. Then the student must say it in the past form and the present
Lately perfect form. Insist on the best pronunciation possible. Example:

(Picture 44) Teacher: Every day I accept.

Student: Yesterday I accepted. Lately I’ve accepted (akseptid)
Teacher: Every day I act.
Pronunciation of endings Student: Yesterday I acted. Lately I’ve acted. (actid)

Go all the way down the third column

22.17 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

buy cut fall forget

catch do feel get
choose drink fight give
come drive find go
it cost eat fly grow

Routine:

Teacher: Every day I buy.

Student: Yesterday I bought. Lately I’ve bought
Etc.

22.18 Translation booklet 1 – list 28 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 2 – lists 19 & 20 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

22.19 Review: Below, you will find a list of places. Ask your students, one by one, if they
have ever been to each of these places. If the answer is “no”, then they
Have you ever been to…? must say: No, I’ve never been to… (insist on the contraction)
How many times have you been to…?
When did you go…? If the answer is “yes”, then ask them how many times they’ve been to the
place in question. If they’ve been there only once, ask “When were you
there?”, followed by “How long did you stay there?”

If they’ve been there more than once, ask “When did you go there the first
time?” – “How long did you stay?” – “When did you go there the last
time?” – “How long did you stay?”

Munich Scotland The U.S. Portugal

Tokyo Italy France Greece
Albacete Cuenca Salamanca Santander
Málaga Almería Castellón Valencia

22.20 Pronunciation practice: T+U Spaniards never seem to learn the pronunciation in English of the “t-u”
sound, as in “Portugal” (por-chu-gal).

Say the following words and have your students repeat them with correct
pronunciation:

future Portugal capture

picture mature statue
furniture mixture legislature
nature natural naturally
cultural agriculture culture

97
22.21 Present perfect vs. past How many times did you cut yourself last week? And so far this week?
How many important things did you do yesterday? And so far this week?
How many times did you feel nauseous yesterday? And so far today?
How many times did you get up before 5:00 a.m. last week? And so far this week?
How much money did you find in the street yesterday? And so far today?
How many times did you fly to France last year? And so far this year?
How many times did you fall down the stairs last week? And so far this week?
How many apple pies did you eat last month? And so far this month?
How many times did you go to a five-fork restaurant last month? And so far this month?
How much money did you give me last month? And so far this month?
How many times did you go the U.K. last year? And so far this year?
How much did the company sales grow last year? And so far this year?
How many headaches did you have last week? And so far this week?
How many funny jokes did you hear yesterday? And so far today?
How much money did you hide under your bed last year? And so far this year?
How many times did you hit me last month? And so far this month?
How many times did you hurt my feelings last week? And so far this week?
How many times did you keep me waiting last week? And so far this week?
How many armies did you lead into battle last year? And so far this year?
How many times did you leave Spain on business last month? And so far this month?
How many times did you leave me a tip last week? And so far this week?
How much money did you lend me last month? And so far this month?
How many times did I let you leave the class early last week? And so far this week?
How much money did you lose in the casino last month? And so far this month?
How many strange people did you meet yesterday? And so far today?

22.22 Ever – never Drill work The following is a list of questions that you should ask your students. All
the questions ask about things that your students have never done or
things that have never happened. We want to elicit the negative with
“never”.

When was the last time it took you a year to sell a car?
When was the last time you came here with my sister?
When was the last time a newspaper cost a million dollars?
When was the last time you were injured in a plane crash?
When was the last time it took you five minutes to tie your shoes?
When was the last time you did a favor for the Pope?
When was the last time you drew a picture of my sister?
When was the last time you drove a racecar?
When was the last time you ate 20 hamburgers in one day?
When was the last time you were told to kill a person?
When was the last time you fell in love with my neighbor?
When did you last feel a burning sensation in your left ear?
When did you last find 20 dollars on a bus?
When was the last time you flew in a balloon?
When was the last time you forgot your own name?
When was the last time Spain was invaded by the Chinese?
When was the last time it took you 10 hours to drive to Segovia?
When did you last get here at 5:00 am?
When was the last time you gave money to the Ku Klux Klan?
When was the last time you went to Italy in a rowboat?
When was the last time you grew 50 centimeters in one year?
When did you last have an offer to work in Norway?
When was the last time this company was investigated for fraud?
When did you last hear the Pope tell a joke?
When did you last hear a song written by me?
When was the last time it took you four years to find a job?
When was the last time you hid money under your refrigerator?
When was the last time you hurt my feelings?
When was the last time your family was sent to a concentration camp?
When did you last keep me waiting for two hours?

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22.23 Regular verbs in past & present perfect Go through the first column again of picture 44 and say the verb in the
present tense. Then the student must say it in the past form and in the
present perfect. Insist on the best pronunciation possible. Example:
( Picture 44)
Teacher: Every day I agree.
Pronunciation of endings Student: Yesterday I agreed. Lately I’ve agreed.
Teacher: Every day I allow.
Student: Yesterday I allowed. Lately I’ve allowed.

Go all the way down the first column

22.24 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

have know make put

hear lead mean quit
hold leave meet read
hurt lend say rang
keep let pay it rises

Routine:

Teacher: Every day I have.

Student: Yesterday I had. Lately I’ve had.
Etc.

22.25 Translation booklet 1 – list 29 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 2 – lists 21 & 22 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

22.26 Present perfect vs. past How many bills did you pay yesterday? And so far today?
How much money did you put on this table yesterday? And so far today?
How many financial reports did you read last week? And so far this week?
How many times did you ride a horse last month? And so far this month?
How many times did your telephone ring yesterday? And so far today?
How many times did the sun rise yesterday? And so far today?
How many marathons did you run last year? And so far this year?
How many times did you say “hello” in English yesterday? And so far today?
How many elephants did you see in the office last week? And so far this week?
How many cars did you sell last year? And so far this year?
How many Christmas cards did you send last year? And so far this year?
How many photos did you show me last week? And so far this week?
How many songs did you sing yesterday? And so far today?
How many times did you sit in that chair last week? And so far this week?
How many times did you sleep in a hotel last month? And so far this month?
How many times did you speak about politics yesterday? And so far today?
How much money did you steal from me last week? And so far this week?
How much American money did you spend last week? And so far this week?

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Unit 23

23.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

23.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

747,816 – 321,551 – 72,810 – 83,578 – 10,180 stop and check

115,550 – 277,967 – 234,678 – 7,899,760 – 1,234,567 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

23.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

23.4 Review the days of the week If they’ve become good with the days, zip through this point in less than a
minute.

23.5 Review of the months of the year If they’ve become good with the months, zip through this point in less than
a minute.

23.6 Review of ordinal numbers and dates Go through a calendar month as follows:

Friday, the first. Saturday, the second. Sunday, the third. Monday, the
fourth. Tuesday, the fifth. Wednesdy, the sixth. Thursday, the seventh.
Friday, the eighth. Saturday, the ninth, etc. until the 31st.

23.7 Review of dates (contd.) (Picture 28) Do columns 3 and 4 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

23.8 Review of years Dictate the following years:

1792, 1585, 1996, 1934, 2002, 1998, 1927

Check them and have your students say them back to you

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23.9 Review of telling time (Picture 23) Go through the picture once again.

23.10 There has been Remind your students of “there + to be”.

There have been
There is
There are
There was
There were
There will be
There is/are going to be

Then show them the expression “there has been” for singulars and “there
have been” for plurals. Then ask the following questions, asking for a
complete answer.

Have there been any tornadoes in Madrid this year?

Has there been an explosion in this building this year?
Have there been any important problems in the office today?
Has there been a crisis in the office today?
Have there been any serious traffic accidents in Madrid this month?
Has there been a religious holiday this month?
Have there been any problems with the computer system this week?

23.11 Translation booklet 1 – list 30 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 2 – lists 23 & 24 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

23.12 Have to The following is a theoretical explanation of the difference between the
Must five expressions listed on the left.
Should
Needn’t – Don’t have to
Have to An externally imposed obligation over which you have no
(Theoretical introduction) control (I have to go to work)

Must An internally imposed obligation that you urgently need to

adhere to (I must find a way to quit smoking)

Should A recommendation, suggestion, or moral obligation (You

should quit smoking, I should give more to charity)

Needn’t The opposite of “have to” or “must”.

Don’t have to The opposite of “have to”

Concerning “must”, I recommend that you introduce it, but that you
concentrate on “have to” from now on. Spaniards tend to use “must” more
often than “have to”, but they always say “must to”. Therefore, don’t
practice the expression “must”. Always steer them to “have to”. This way,
we avoid the constant mistake of “must to”, which you will hear 300 times
a year if you don’t follow my advice and insist on “have to”.

Concerning “needn’t”, this expression is rarely used in the United States.

Most teachers perfer to insist on “don’t have to”. The decision is yours.

“Ought to” is a very common expression in English. However, it’s more

difficult for Spaniards to assimilate than “should”. Therefore, for the time
being, stay with “should”.

101
23.13 Have to Do you have to study English or was it your own decision?
Don’t have to Do you have to work or do you work as a hobby?
Should Do you or don’t you have to come to work every day during the week?
Shouldn’t Do you or don’t you have to come to work by car?
Do you or don’t you have to work at least 40 hours a week?
Do you or don’t you have to get up early Monday through Friday?
Do you or don’t you have to get up early on Saturday?
Do you or don’t you have to control your expenses?
Do you or don’t you have to go to the hairdresser often?
Do you or don’t you have to be nice to your boss?
Etc.

Should you make an effort to study English more?

Should you try to get more exercise?
Should you get to work late every day?
Should you use an agenda in your job?
Should you try to be polite to people?
Should you help your friends when they need help?
Should you help your enemies?
Should you try to save money every month?
Should you defend the interests of your company?
Should you vote in local and national elections?
Etc.

23.14 Should – shouldn’t Teacher: Ronny has problems because he spends too much.
Student: He shouldn’t spend so much
too – so
too much – so much Teacher: Ronny has accidents because he drives too fast
too many – so many Student: He shouldn’t drive so fast.

Teacher: Ronny is gaining weight because he eats too many sweets.

Student: He shouldn’t eat so many sweets.

Continue this routine as shown above. Here’s some help:

Ronny is fat because he eats too much.

Ronny has problems in his job because he doesn’t know enough English.
Ronny coughs a lot because he smokes too much.
Ronny loses a lot of money because he plays poker too much.
Ronny can’t find a job because he doesn’t know how to use computers.
Ronny loses friends because borrows money too often.
Ronny doesn’t look good because he doesn’t shave very often.
Ronny never has money because he never saves any money.
Ronny gets depressed because he drinks too much.
Ronny’s father gets angry because Ronny doesn’t call him very often.
Ronny makes a bad impression because he doesn’t dress well.
Ronny is often ill because he doesn’t take good care of himself.

23.15 Have to – Don’t have to Simply ask your students to say things that they have to do and things
that they don’t have to do. Here are some helpful hints if your students
seem uninspired:

to work to report to their boss every day

to work on weekends to travel a lot in their job
to go to the hairdresser to stay inside a budget in their job
to wear a tie to work to call customers or suppliers
to dress well for work to attend a lot of business meetings
to know computers for their job to attend training courses
to know English for their job to clock in in the morning
to prepare dinner at night to read a lot of reports in their job
to get up early to keep a record of their expenses

102
23.16 Ever – never Drill work The following is a list of questions that you should ask your students. All the
questions ask about things that your students have never done or things
that have never happened. We want to elicit the negative with “never”.

Insist on the contraction “I’ve” or “he’s” or “it’s”, etc.

When was the last time you knew how to paint like Goya?
When did you last lead troops into battle?
When did you last lead a meeting on the subject of Albanian refugees?
When did you last leave this class in a wheel chair?
When did you last lend me a million dollars?
When was the last time you let me use your car?
When was the last time there was a fire in your bedroom?
When did you last lose all your money in one day?
When did you last make an effort to learn Danish?
When did you last meet a man with three arms?
When was the last time it took you three hours to find a pharmacy?
When did you last pay a bill in Danish crowns?
When was the last time there were 100 people in your house?
When was the last time you put your feet in boiling oil?
When did you last read a novel in Polish?
When did you last ring the bells in St. Peter’s Basilica?
When was the last time it took you two months to locate a plumber?
When was the last time there was a torture chamber in your company?
When was the last time the prices rose 300% in one year in Spain?
When was the last time you ran from your house to the office?
When did you last say something offensive to me?
When was the last time you saw someone flying on a magic carpet?
When did you last sell something for a million dollars?
When was the last time it took you 10 hours to cook a meal?
When did you last send me a message through a secret mail service?
When did you last show me something worth a million dollars?
When was the last time you were able to read people’s minds?
When was the last time you shut a door on my finger?
When was the last time there was a major earthquake in Madrid?
When was the last time you sang something in Russian?
When did you last sit down on a chocolate cake?
When did you last sleep under a bridge?
When was the last time you spoke to me about the problems in Tanzania?
When did you last spend a pleasant day in Sacramento, California?
When did you last spend the night with an attractive movie star?
When was the last time you stole money from the company safe?

23.17 Translation booklet 2 – list 1 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 2 – lists 25 & 26 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

23.18 Regular verbs in past & present perfect Go through the second column again of picture 44 and say the verb in
the present tense. Then the student must say it in the past form and in the
present perfect. Insist on the best pronunciation possible. Example:
( Picture 44)
Teacher: Every day I ask.
Pronunciation of endings Student: Yesterday I asked. Lately I’ve asked. (askt)
Teacher: Every day I check.
Student: Yesterday I checked. Lately I’ve checked. (checkt)

Go all the way down the second column

103
23.19 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

run shut stand think

see sit steal throw
sell sleep take understand
send speak teach wear
set spend tell win

Routine:

Teacher: Every day I run.

Student: Yesterday I ran. Lately I’ve run.
Etc.

23.20 Present perfect vs. past How many times did I teach you the alphabet last week? And so far this week?
How many times did you take me home last month? And so far this month?
How many jokes did you tell yesterday? And so far today?
How many times did you think about Superman yesterday? And so far today?
How many important papers did you throw away yesterday? And so far today?
How many times did you wake up at 2:00 a.m. last week? And so far this week?
How many different watches did you wear last week? And so far this week?
How many tennis matches did you win last month? And so far this month?
How many reports did you write last week? And so far this week?
How many aspirins did you take yesterday? And so far today?
How many times did you fall asleep in my class last week? And so far this week?
How many times did you fight with your colleagues last week? And so far this week?
How many times did you drive a tractor last year? And so far this year?
How many times did I drive you crazy last week? And so far this week?
How many times did you drive a Rolls Royce last month? And so far this month?
How many people did you take to the zoo last month? And so far this month?
How many times did you take me to the airport last year? And so far this year?
How many UFOs did you see last month? And so far this month?
How many classes did you miss last week? And so far this week?
How many funny jokes did you hear yesterday? And so far today?
How many times did you make my bed last week? And so far this week?
How many times did you teach me Spanish last year? And so far this year?
How many beautiful Japanese women did you meet last week? And so far this week?

23.21 Review of salutations and other niceties Do a quick role play to review the following:

How do you do? (formal)

How are you? (less formal)
How are you doing? (informal)

Fine, thank you

María, this is Pepe… Pepe, this is María

Pleased to meet you See you later

Glad to meet you See you tomorrow
Nice to meet you See you soon
It’s a pleasure See you around (hasta la vista)
Take care
Goodbye Take it easy
Bye
Bye bye
So long

104
Unit 24

24.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

24.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

681,774 – 515,123 – 81,072 – 57,838 – 13,313 stop and check

505,115 – 697,772 – 768,432 – 8,910,870 – 2,345,678 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

24.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

24.4 Review the days of the week If they’ve become good with the days, zip through this point in less than a
minute.

24.5 Review of the months of the year If they’ve become good with the months, zip through this point in less than
a minute.

24.6 Review of ordinal numbers and dates Go through a calendar month as follows:

Saturday, the first. Sunday, the second. Monday, the third. Tuesday, the
fourth. Wednesday, the fifth. Thursday, the sixth. Friday, the seventh.
Saturday, the eighth. Sunday, the ninth, etc. until the 31st.

24.7 Review of dates (contd.) (Picture 28) Do columns 5 and 1 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

24.8 Review of years Dictate the following years:

1955, 1916, 1978, 1960, 1990, 1919

Check them and have your students say them back to you

105
24.9 Review of telling time (Picture 23) Go through the picture once again.

24.10 Present perfect continuous (Picture 60) This point is a theoretical explanation of the present perfect continuous.

for - since Show your students picture 60 and read through the sentences
concerning the bank. Explain that the verb “to work” is an action verb.

Then read through the sentences concerning Peter Smith. Explain that
the verb “to know” is not an action verb.

Then say something similar to the following:

The present perfect continuous expresses actions or facts that started at

some point in the past, have continued up to the present inclusive, and
will probably continue into the future.

Spaniards never seem to learn this verb tense, probably because they
use the present simple tense to express the same idea:

English way : I have been teaching English for 20 years.

Spanish way:: I teach English since 20 years ago.

Sadly, there is only one way to get Spanish students to assimilate and
use the present perfect continuous correctly in all situations:

Making them say sentences in the present perfect

continuous 5,000 times!

24.11 Present perfect continuous – drills Ask the following questions. Insist on the contraction “I’ve”.

How long… Have each student answer each question twice: once with “for” and once
with “since”.

How long have you been working in this company?

How long have you been studying English?
How long have you been working in your present job?
How long have you been working with your present boss?
How long have you been taking English classes with me?
How long have you been working in your present department?
How long have you been sitting in that chair today?
How long have you been living in Madrid?
How long have you been living in your present house?
How long have you been working in this office?
How long have you been answering these questions?
How long have you been earning your current salary?
How long have you been using that pen? (point to the student’s pen)
How long have you been practicing this verb tense with me?
Etc.

24.12 Simple past vs. present perfect continuous Have each student answer each question twice. The first question in each
pair should be answered with “for” and with “from…to”. The second
question should be answered with “for” and with “since”.

How long was Spencer Tracy a famous actor? (1935-1965: 30 yrs.)

How long has Harrison Ford been a famous actor? (1978 – 31 yrs.)

How long was Napoleon the leader of France? (1799-1815: 16 yrs.)

How long has Aznar been the president of Spain? (1996: 3 yrs.)

How long was the Soviet Union a country? (1917-1992: 75 yrs.)

How long has the United States been a country? (1776: 223 yrs.)

How long were you in your previous job?

How long have you been in your present job?

106
24.13 Simple past vs. present perfect continuous Paco, tell María to ask Pepe:
(contd.)
how long Adolph Hitler was in power in Germany (1933-1945: 12 yrs.)
how long Fidel Castro has been in power in Cuba (1959: 40 yrs.)

how long Felipe González was president of Spain (1982-1996: 14 yrs.)

how long José María Aznar has been president (1996: 3 yrs.)

how long Clark Gable was an actor (1932-1960: 28 yrs.)

how long Robert Redford has been an actor (1964: 35 yrs.)

how long Rudolph Valentino was famous (1921-1927: 6 yrs.)

how long Madonna has been famous (1982: 17 yrs.)

how long Texas was an independent country (1836-1845: 9 yrs.)

how long Texas has been part of the United States (1845: 154 yrs.)

Etc.

24.14 Translation booklet 2 – list 2 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 2 – list 27 & 28 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

24.15 Present perfect continuous (contd.) Now have your students ask you questions as set out below. Make sure
they pronounce correctly “have you” (in Spanish phonetics: jáviu)

Ask me how long I’ve been teaching English.

how long I’ve been teaching this class.
how long I’ve been living in Spain.
how long I’ve known you.
how long I’ve been married. (if you’re married)
how long I’ve been living in my present house.
how long I’ve been teaching English in this company.
how long I’ve known how to teach English.
how long I’ve been working with Vaughan Systems.
how long I’ve known my boss.
how long I’ve had my car. (if you have one)
how long I’ve had a driver’s license. (U.K.: driving licence)
how long I’ve had these shoes. (pointing at your shoes)
how long I’ve been using this method. (point at these pages)
how long I’ve been doing this specific exercise.
how long I’ve been sitting in this chair.
how long I’ve been asking you these questions.
how long I’ve had this watch. (point at your watch)
how long I’ve been looking at you. (hold a stare)
how long I’ve been working in Spain.

You can add more questions about yourself if they are pertinent. For
example:

Ask me if I play the piano. Do you play the piano? Yes, I do.
Ask me how long I’ve been playing the piano. How long….?
Etc.

107
24.16 Present perfect continuous (contd.) The following routine creates a “setup” in which the student must respond
either in the past or in the present perfect continuous. Here are two
examples:

Teacher: Peter moved to his present house 3 years ago and he still
lives there.
Student: Peter has been living in his present house since 1996. He’s
been living there for 3 years.

Teacher: John began working for the NASA in 1990. He died last year.
Student: John worked for the NASA from 1990 to 1998. He worked
there for 8 years.

Now use the following “setups”. Tell the student the setup:

George Bush – became president in 1988 – lost election in 1992

Bill Clinton – became president in 1992 – still president
The twist – became popular in 1960 – lost popularity in 1963
Madonna – became famous in 1982 – still famous
The Beatles – started together in 1957 – broke up in 1970
The Beatles – became no. 1 group in 1964 – lost no. 1 position in 1970
The Rolling Stones – started together in 1963 – still together
This class – started ? minutes ago – still in session
James Dean – born in 1932 – died in 1956
Israel – became a nation in 1948 – still a nation
Etc.

24.17 Present perfect continuous (non-action verbs) How long have you known me?
How long have you had your present house?
How long have you known how to use a computer?
How long have you had your present job?
How long have you had a beard, mustache, long hair, short hair, etc.
How long have you needed to improve your English?
How long have you known your husband/wife?

How long has Spain been a democracy? (since 1975)

How long has your company had this office?
How long has Spain had a constitution? (since 1977)
How long has the United States had a constitution? (since 1787)

Etc.

24.18 Still – yet – already – anymore “Still” and “anymore” have already been taught with the present simple
tense. However, this fact is little consolation because this point, although
fun to teach, is very difficult for Spanish people to assimilate, mainly
(Theoretical explanation) because they never understand the use of “yet” in the question…they
tend to understand yet as “ya” (already), thus confusing the terms.

First let’s set the ground rules:

“Yet” is used in questions and in negatives:

Have you finished lunch yet?
No, I haven’t finished lunch yet.

“Already” is used in affirmatives:

Yes, I’ve already finished lunch.

“Still” is used to express actions that are still in motion:

No, I’m still having lunch.

“Anymore” is used to express the fact that the action is no longer valid:
I’m not having lunch anymore.

Note: For the sake of simplicity, let’s forget about using “already” in the
question form (Have you already had lunch?). It’s perfectly correct, but it’s
used a bit less than the example above and, when used, it is usually
when the asker is expecting an affirmative answer.

108
24.19 Still – yet – already – anymore There are two scenes depicted in picture 61, a man going up the stairs
and a painter painting a portrait. Here’s the routine for the man climbing
(Picture 61) the stairs:

Teacher: (pointing to first picture) What is the old man going to do?
Student: He’s going to go up the stairs.
Teacher: Has he started going up yet?
Student: No, he hasn’t started going up yet.
Teacher: Is he still on the ground floor?
Student: Yes, he’s still on the ground floor.
Teacher: (pointing to second picture) Has he started going up yet?
Student: Yes, he’s already started going up.
Teacher: Is he still on the ground floor?
Student: No, he’s not on the ground floor anymore.
Teacher: Has he reached the middle of the stairs yet?
Student: No, he hasn’t reached the middle of the stairs yet.
Teacher: Is he still on the first part of the stairs?
Student: Yes, he’s still on the first part of the stairs.
Teacher: (pointing to third picture) Has he reached the first floor yet?
Student: No, he hasn’t reached the first floor yet.
Teacher: Has he passed the halfway point yet?
Student: Yes, he’s already passed the halfway point.
Teacher: Is he still on the first part of the stairs?
Student: No, he isn’t on the first part of the stairs anymore.
Teacher: But has he reached the top yet?
Student: No, he hasn’t reached the top yet.
Teacher: Has he almost reached the top?
Student: Yes, he’s almost reached the top.
Teacher: But is he still going up?
Student: Yes, he’s still going up.
Teacher: (pointing to fourth picture) Is he still going up the stairs?
Student: No, he’s not going up the stairs anymore.
Teacher: Has he reached the top of the stairs yet?
Student: Yes, he’s already reached the top of the stairs.
Teacher: Is he still on the ground floor?
Student: No, he’s not on the ground floor anymore.
Teacher: Has he already reached the first floor?
Student: Yes, he’s already reached the first floor.

These first four pictures offer at least 34 questions and answers, all but
two containing “still”, “yet”, “already” or “anymore”. Two of them contain
“almost”.

Now, follow the same routine with the second four pictures in which
a painter is painting a portrait of Luigi Barghini.

24.20 Still – yet – already – anymore (contd) Continue as in the previous point. Here’s a rough outline.

(Picture 62) 1) Nigel Perkins – going to smoke cigarette – hasn’t started yet – hasn’t
put cigarette in mouth yet – hasn’t lit cigarette yet
2) has already put cigarette in mouth - hasn’t lit cigarette yet – is going
to light cigarette
3) has already lit cigarette – isn’t lighting cigarette anymore - has
already started smoking – has already smoked half of cigarette -
hasn’t finished smoking yet – is still smoking – hasn’t started reading
again yet
4) has already finished smoking – has already started reading again –
has already put out cigarette – isn’t smoking anymore.

1) The man is going to write a letter – hasn’t started yet – is still getting
ready to start
2) has already started – hasn’t finished the first paragraph yet – is still
writing the first paragraph – hasn’t started the second paragraph yet
3) has already finished the first paragraph – has already finished
second paragraph – has already finished third paragraph – has
already started fourth paragraph – hasn’t finished letter yet – hasn’t
finished fourth paragraph yet – hasn’t reached the closing yet – is
still writing the letter – is still writing the fourth paragraph
4) has already finished the letter – isn’t writing the letter anymore – is
reading the letter – hasn’t put it in the envelope yet

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24.21 Translation booklet 2 – list 3 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 2 – lists 29 & 30 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

24.22 Regular verbs in past & present perfect Go through the third column of picture 44 and say the verb in the present
tense. Then the student must say it in the past form and the present
Lately perfect form. Insist on the best pronunciation possible. Example:

(Picture 44) Teacher: Every day I accept.

Student: Yesterday I accepted. Lately I’ve accepted (akseptid)
Teacher: Every day I act.
Pronunciation of endings Student: Yesterday I acted. Lately I’ve acted. (actid)

Go all the way down the third column

24.23 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

write build come drive

become buy it costs eat
begin bring cut fall
blow catch do feel
break choose drink fight

Routine:

Teacher: Every day I write.

Student: Yesterday I wrote. Lately I’ve written.
Etc.

24.24 Ever – never Drill work The following is a list of questions that you should ask your students. All
the questions ask about things that your students have never done or
things that have never happened. Elicit the negative with “never”. Insist
on the contraction “I’ve” or “he’s” or “it’s”, etc.

When was the last time it took you an hour to wash your hair?
When was the last time you took someone to a Slovakian restaurant?
When did you last teach someone how to operate a printing press?
When did you last tell someone to commit suicide?
When did you last think about the social problems in Lithuania?
When did you last think about investing in the Algerian stock market?
When did you last understand German perfectly?
When did you last understand the opposite sex perfectly?
When did you last wake up in a crystal palace?
When was the last time it took you three hours to find a parking place?
When was the last time you wore something made in Alaska?
When did you last win the first prize in the Christmas lottery?
When did you last win an archery contest?
When did you last write a letter to the president of Spain?
When was the last time you did something for the Zambian ambassador?
When was the last time you went to the Zambian embassy?
When were you last in a Malaysian pub?
When was the last time you became ill from eating almonds?
When did you last begin work at 5:00 a.m.
When was the last time you blew up a bridge?
When did you last bring a gun to class?
When did you last build a house with your own hands?
When did you last buy a Persian rug for your bathroom?
When did you last catch a train to Copenhagen?
When did you last choose a French woman as your personal assistant?
When was the last time you came here by limousine?
When was the last time a Rolls Royce cost less than a refrigerator?
When was the last time you did business with a Russian vodka dealer?
When was the last time you drove my car?

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Unit 25

25.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

25.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

501,867 – 327,776 – 36,666 – 67,909 – 11,111 stop and check

213,230 – 330,313 – 414,440 – 9,120,980 – 3,543,876 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

25.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

25.4 Review the days of the week If they’ve become good with the days, zip through this point in less than a
minute.

25.5 Review of the months of the year If they’ve become good with the months, zip through this point in less than
a minute.

25.6 Review of ordinal numbers and dates Go through a calendar month as follows:

Sunday, the first. Monday, the second. Tuesday, the third. Wednesday,
the fourth. Thursday, the fifth. Friday, the sixth. Saturday, the seventh.
Sunday, the eighth. Monday, the ninth, etc. until the 31st.

25.7 Review of dates (contd.) (Picture 28) Do columns 2 and 3 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

25.8 Review of years Dictate the following years:

1944, 1856, 1777, 1999, 1980

Check them and have your students say them back to you

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25.9 Review of telling time (Picture 23) Go through the picture once again.

25.10 to be able to (Picture 63) By now, it’s quite likely that your students will have heard this expression
and even be fairly familiar with it. It depends on how much you have
strayed off this method to pursue general chat and conversation.
Theoretical explanation
Note: You’re free to stray off from this method at times, but be sure to
correct your students at all times when they make mistakes. This method
provides the guiding line of your teaching focus. It should always
constitute at least 60% of class time dedication.

Theory: To be able to

Explain the theory using picture 63. Only “can” and “could” are irregular
forms of the verb.

“Could” is more correct in the conditional than in the past. Grammar

purists will tell you that “could” should not be used in the past.

25.11 will be able to Will you be able to come to class next week?
Will you be able to speak English better by this time next year?
by (by this time next year)
Ask Paco if he’ll be able to attend class every day next week.
suddenly Ask María if she’ll be able to come to the next class if her boss is ill
Ask Pepe if he’ll be able to work tomorrow if he breaks his leg today.
Ask Paco if he’ll be able to help me if I suddenly start feeling ill.

Tell María to ask Pepe if he’ll be able to understand me if I speak quickly.

Tell Pepe to ask Paco if he’ll be able to speak English perfectly someday.
Tell Paco to ask Pepe if he’ll be able to see me this evening at 10:00 p.m.
Tell Pepe to ask María if she’ll be able work here after she’s 65.

Etc.

25.12 Was/were able to -- could Were you able to speak Spanish when you were 3 years old?
Was your boss able to speak English when he was 4 years old?

Repeat the above two sentences with “could”

Was Franco able to control the military?

Was John Wayne able to ride a horse?

Repeat the above two sentences with “could”

Continue this routine with the following questions:

 You – study English last weekend

 John Kennedy – inspire people
 Niki Lauda – drive race cars
 You – relax last weekend
 Me – take a vacation last year (ask me if...)
 Cleopatra – attract men’s attention
 Me – prepare this class properly (ask me if...)
 You – play tennis when you were a teenager
 Cortes – conquer Mexico
 Me – speak Spanish before I came to Spain (ask me if...)
 You – speak English before I met you
 Henry VIII – live with more than one wife
 James Dean – live long enough to enjoy his fame
 Attila – conquer Rome
 Jack the Ripper – kill women without getting caught
 Etc.

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25.13 Translation booklet 2 – list 4 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 2 – lists 31 & 32 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

25.14 Regular verbs in past & present perfect Go through the first column again of picture 44 and say the verb in the
present tense. Then the student must say it in the past form. Insist on the
best pronunciation possible. Example:
( Picture 44)
Teacher: Every day I agree.
Pronunciation of endings Student: Yesterday I agreed. Lately I’ve agreed.
Teacher: Every day I allow.
Student: Yesterday I allowed. Lately I’ve allowed.

Go all the way down the first column

25.15 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

find go hurt lend

fly grow keep let
forget have know lose
get hear lead make
give hold leave mean

Routine:

Teacher: Every day I find.

Student: Yesterday I found. Lately I’ve found.
Etc.

25.16 There were How many thunderstorms were there in Madrid last week? And so far this week?
There have been How many fires were there in this office last year? And so far this year?
How many strikes were there in this company last month? And so far this month?
How many explosions were there in this office last year? And so far this year?
How many earthquakes were there in Spain last week? And so far this week?
How many forest fires were there in Spain last week? And so far this week?
How many floods were there in Spain last week? And so far this week?
How many offers were there last year to buy this company? And so far this year?
How many important meetings were there in this room yesterday? And so far today?
How many bomb threats were there here last month? And so far this month?
How many train accidents were there in Madrid last week? And so far this week?
How many Americans were there in your office yesterday? And so far today?
How many golf tournaments were there on TV last week? And so far this week?
How many good films were there in Madrid last month? And so far this month?
How many hurricanes were there in Spain last year? And so far this year?

25.17 Pronunciation practice T + U Say the following words and have your students repeat them with correct
pronunciation. Be sure to emphasize the “chu” sound (Por-chu-gal):

future Portugal capture fortune

picture mature statue fortunately
furniture mixture legislature torture
nature natural naturally creature
posture pasture gesture moisture
feature texture culture agriculture

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25.18 Review: How long does it take… First, ask impersonal questions in the present tense:

How long does it take to: drive from Madrid to Valencia?

fly from Madrid to New York?
wash a car?
play a tennis match?
smoke a cigarette?

Now personalize the questions:

How long does it take you to: get dressed in the morning?
come here every morning?
go home in the afternoon?
shave in the morning?
to get ready for work?

How long did it take you to: find your first job?
reach your present level of English?
get your degree?
get dressed this morning?
come here this morning?

How long will it take you to: learn English?

come to work tomorrow?
reach retirement age?
master this grammatical form?

How long has it taken you to: reach your present level of English?
reach your current position in the firm?

25.19 Mastering the interrogative This is the first of a recurring review that reinforces your students’ ability
to formulate the interrogative in English. You must train your students at
the beginning to follow the routine. The teacher states the affirmative
sentence in the left column, emphasizing the part of the sentence that is
underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
It’s on the floor. Where is it?
It’s a book. What is it?
It’s yellow. What color is it?
It’s mine. Whose is it?
It’s tomorrow. When is it?
It’s two o’clock. What time is it?
It’s from Japan. Where is it from?
It’s this one. Which one is it?
I’m John. Who are you?
I’m a teacher. What do you do?
I’m fine, thank you. How are you?
He’s working. What’s he doing?
He’s tall and slim. What’s does he look like?
He’s funny and easy to work with. What’s he like?
He comes here twice a week. How often does he come here?

25.20 What does he look like? This point is tough for students to understand. Simply ask your students
What is he like? what the other students look like and then what they are like (their
personality and character). If you have a private student, ask about
spouse, boss, children, secretary, etc.

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25.21 Translation booklet 2 – list 5 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 2 – lists 33 & 34 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

25.22 would like This should be easy to introduce and teach. By now, most of your
students will have been exposed at some point to this form. In any case, it
needs formal introduction and serves as a preview to the conditional,
which will appear in a later unit.

Start by asking simple questions without an additional verb:

Would you like a cup of coffee / tea / glass of water / cigarette?

Then go straight into two-verb questions:

Would you like to own a Rolls Royce?

Would you like to speak English like me?
Would you like to work as a civil servant?
Would you like to be able to fly like Peter Pan?
Would you like to be able to turn invisible?
Would you like to have a personal chauffeur?
Would you like to live in a penthouse on the Castellana?
Etc.

Ask me if I’d like to have two wives.

Ask me if I’d like to own a yacht in Marbella.
Etc.

Tell Pepe to ask Paco if he’d like to have his own business.
Tell María to ask Pepe if he’d like to work in the film industry.
Etc.

I’m sure that you can think up hundreds of questions. This form lends
itself to easy drill work.

25.23 Indirect and polite imperatives Imperative: Go to the door, please

Indirect imperative 1: Tell him to go to the door
I want you to Indirect imperative 2: I want him to go to the door
He wants you to Polite imperative 1: Could you go to the door please?
Polite imperative 2: Would you mind going to the door please?

Here is a fun routine to elicit all of the above:

Teacher: Tell me to get up.

Student 1: Get up please.
Teacher: What does student 1 want me to do?
Student 2: He wants you to get up.
Teacher: Well, tell him to ask me politely to get up.
Student 2: Ask him politely to get up.
Student 1: Could you get up please?
Teacher: What do you want me to do?
Student 1: I want you to get up.
Teacher: Ask me politely in a different way.
Student 1: Would you mind getting up please?
Teacher: Of course, no problem. (teacher gets up)
Teacher: Now, tell me to go to the door.

Then proceed to have them tell you to go to the door, open it, close it,
come back to your chair, and sit down --- all within the routine set out
above. The students will have some fun trying to get everything right. Act
stern and insist on the two different alternatives for the polite imperative.
Correct every mistake.

115
25.24 Regular verbs in past & present perfect Go through the second column again of picture 44 and say the verb in
the present tense. Then the student must say it in the past form and in the
present perfect. Insist on the best pronunciation possible. Example:
( Picture 44)
Teacher: Every day I ask.
Pronunciation of endings Student: Yesterday I asked. Lately I’ve asked. (askt)
Teacher: Every day I check.
Student: Yesterday I checked. Lately I’ve checked. (checkt)

Go all the way down the second column

25.25 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

meet read sell sleep

say ring send speak
pay it rises set spend
put run shut stand
quit see sit steal

Routine:

Teacher: Every day I meet.

Student: Yesterday I met. Lately I’ve met.
Etc.

25.26 Translation booklet 2 – list 6 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 2 – lists 35 & 36 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

25.27 Ever – never ... with “to be able to” This is the same routine as seen in previous units. However, every
question elicits: I’ve never been able to...

When was the last time you were able to live without food and water?
When was the last time you were able to use the irregular verbs perfectly?
When was the last time you were able to work and sleep at the same
time?
When was the last time you were able to see through solid matter?
When was the last time you were able to push a car up a steep hill?
When was the last time you were able to live without working?
When was the last time you were able to find enough time to study
English properly?
When was the last time you were able to read people’s minds?
When was the last time you were able to get to work in only five minutes?

116
Unit 26

26.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

26.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

115,773 – 723,667 – 45,911 – 93,768 – 12,212 stop and check

354,821 – 440,550 – 660,717 – 1,230,123 – 4,654,987 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

26.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

26.4 Review the days of the week If they’ve become good with the days, zip through this point in less than a
minute.

26.5 Review of the months of the year If they’ve become good with the months, zip through this point in less than
a minute.

26.6 Review of ordinal numbers and dates Go through a calendar month as follows:

Monday, the first. Tuesday, the second. Wednesday, the third. Thursday,
the fourth. Friday, the fifth. Saturday, the sixth. Sunday, the seventh.
Monday, the eighth. Tuesday, the ninth, etc. until the 31st.

26.7 Review of dates (contd.) (Picture 28) Do columns 4 and 5 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

26.8 Review of years Dictate the following years:

1996, 1967, 1918, 1970, 1915

Check them and have your students say them back to you

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26.9 Review of telling time (Picture 23) Go through the picture once again.

26.10 Review: from...to Teacher: Phillip left for Omaha on the 11th and got back on the 17th.
since... Student: He was in Omaha for 6 days.
for... He was in Omaha from the 11th to the 17th.
ordinal numbers
Teacher: Nigel left for Monte Carlo on the 20th and he’s still there.
Today is the 23rd.
Student: He’s been there for 3 days.
He’s been there since the 20th.

Here are some scenarios:

Natasha to Scotland on 29th – now 31st – she’s still there

Luigi to Germany on 7th – back to Italy 12th
Pierre to Spain on 1st – now 10th – he’s still there.
Aki to Louisiana on 14th – back to Japan on 25th
Paula to Munich on 20th – now 30th – she’s still there.
Inés to Paris on 10th – back to Seville on 20th.
Nigel to New York on 12th – now 20th – he’s still there.

26.11 I want you to... Do you want me to speak English or Spanish in class?
He wants us to... Do you want me to prepare my lessons or to improvise?
They want me to... Do you want me to speak slowly or naturally in class?
Etc. Do you want me to use this method or to find another one?
Etc.

Ask me if I want you to come to every class on time.

Ask me if I want you to study every day.
Ask me if I want you to bring a notebook to the class.
Ask me if I want you to pay attention in class.
Ask me if I want you to read English at home.
Ask me if I want you to sit in that chair.
Ask me if I want you to listen carefully in class.
Ask me if I want you to leave the class early today.
Ask me if I want you to bring me a cup of coffee.
Etc.

Ask me if my boss wants me to call him tomorrow.

Ask me if my boss wants me to accept a cut in my salary.
Ask me if my boss wants me to work more hours.
Ask me if my boss wants me to train new teachers.
Ask me if my boss wants me to open the new office in Seville.
Etc.

Do you want your children to be happy?

Do you want the government to lower taxes?
Do you want this company to make a profit?
Do you want your boss to raise your salary?
Do you want Madrid to grow more?
Do you want Spain to prosper?
Do you want everyone to treat you politely?
Etc.

26.12 May I...? “May” and “can” in this context is for asking permission. Encourage your
Can I...? students to use “can”, as it is more universally used. Also, “may” can only
be used with “I”. You cannot say “May you open the window?”

Ask a few questions with “may”

- May I get up please? Yes, you may
- May I open the window please? Yes, you may

Then go straight to “can”

- Can I use your pen for a second please? Yes, you can.
- Can I borrow your car for this weekend?
- Can I smoke in this company?
- Can I have a glass of water please?
- Etc.

118
26.13 Review: There has/have never been... When was the last time there was a tornado in Madrid?
When was the last time there was a dead body in the trunk (boot) of your
car?
When was the last time there were five general elections in the same year
in Spain?
When was the last time there was a criminal in your family?
When was the last time there were some famous actors in your house?
When was the last time there was a Buddhist monk in your house?
When was the last time there were 100 people in your house?
When was the last time there was a torture chamber in your company?
When was the last time the prices rose 300% in one year in Spain?
When was the last time there were some nuclear disasters in the Canary
Islands?
When was the last time there was a major earthquake in Madrid?
When was the last time there was a volcanic eruption in the Madrid area?

26.14 Review: It has never taken me... When was the last time it took you 10 minutes to tell a joke?
When was the last time it took you a year to sell a car?
When was the last time it took you five minutes to tie your shoes?
When was the last time it took you 10 hours to drive to Segovia?
When was the last time it took you four years to find a job?
When was the last time it took you three hours to find a pharmacy?
When was the last time it took you two months to locate a plumber?
When was the last time it took you 10 hours to cook a meal?
When was the last time it took you an hour to wash your hair?
When was the last time it took you three hours to find a parking place?

26.15 Translation booklet 2 – list 7 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 3 – lists 1 & 2 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

26.16 To let This verb has shown up several times in the irregular verb drill routines.
However, it deserves a section to itself in order to clarify that it is never
followed by “to”.

Note: This verb is reviewed extensively in Spanish people constantly say sentences like “Let me to call him”.
point 30.12, including a drill with picture
Curiously, they will say correctly “let me see” or “Let’s go”, but in all other
usages, they insert “to”. Therefore, this point deserves special teaching.

First, introduce “let” and explain that it is never followed by “to”. Show the
following examples:

Let us go - Let’s go (not “Let us to go” or “Let’s to go”)

Let them come
Let her do it
Let him keep the money

Now, ask questions like the following:

Does your boss let you work with or without constant supervision?
Does your wife/husband let you leave home without saying goodbye?
Does your company let you come to work whenever you want?
Does the government let you live without paying taxes?
Do you let your secretary go home early often?
Do you let your children play video games whenever they want?
Do you let them play on the furniture in the living room?

Now have your students express the following sentences with “let”:

Phillip doesn’t allow his children to drink wine.

Nigel doesn’t allow his son to use the company account.
Aki doesn’t allow his wife to work outside of home.
Nancy doesn’t allow her daughter to leave home alone.

119
26.17 Regular verbs in past & present perfect Go through the third column of picture 44 and say the verb in the present
tense. Then the student must say it in the past form and the participle
Lately form. Insist on the best pronunciation possible. Example:

(Picture 44) Teacher: Every day I accept.

Student: Yesterday I accepted. Lately I’ve accepted (akseptid)
Teacher: Every day I act.
Pronunciation of endings Student: Yesterday I acted. Lately I’ve acted. (actid)

Go all the way down the third column

26.18 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

take understand begin buy

teach wear blow catch
tell win break choose
think write bring come
throw become build it costs

Routine:

Teacher: Every day I take.

Student: Yesterday I took. Lately I’ve taken.
Etc.

26.19 Review: was/were born How old was your father when you were born?
Ask me how old my father was when I was born.

Continue asking about the ages of different family members when one or
another member was born. Especially ask about yourself, as this forces
the students to use “were” and “was” in the same question (How old were
you, when your brother was born?).

26.20 Negative questions Do the following routine:

Teacher: I am going to say sentences and you simply ask me why, in a complete question.

TEACHER STUDENT
I’m not happy. Why aren’t you happy?
Because I’m not rich. Why aren’t you rich?
Because I don’t have any money. Why don’t you have any money?
Because it’s not easy for me to earn money. Why isn’t it easy for you to earn money?
Because I don’t have a source of income. Why don’t you have a source of income?
Because I don’t have a job. Why don’t you have a job?
Because I can’t find a job. Why can’t you find a job?
Because nobody wants to hire me. Why doesn’t anybody want to hire you?
Because I’m not qualified. Why aren’t you qualified?
Because I don’t know how to do anything. Why don’t you know how to do anything?
Because I never learned how to do anything. Why didn’t you ever learn how to do anything?
Because I didn’t go to school. Why didn’t you go to school?
Because I didn’t have the opportunity to go. Why didn’t you have the opportunity to go?
Because I didn’t have time. Why didn’t you have time?
Because I had to work. Why did you have to work?
Because my father couldn’t work. Why couldn’t your father work?
Because he couldn’t find a job. Why couldn’t he find a job?
Because nobody wanted to hire him. Why didn’t anybody want to hire him?

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26.21 Present perfect vs. past How many novels did you read last year? And so far this year?
How many times did you see me last week? And so far this week?
How many onions did you eat last week? And so far this week?
How many times did you call me last week? And so far this week?
How many thunderstorms were there in Madrid last week? And so far this week?
How many people did you kill last month? And so far this month?
How many whiskies did you drink yesterday? And so far today?
How many cars did you buy last year? And so far this year?
How many love letters did you write last month? And so far this month?
How many fires were there in this office last year? And so far this year?
How many windows did you break last month? And so far this month?
How many checks did you sign yesterday? And so far today?
How many jewels did you steal last month? And so far this month?
How many times did you go to the beach last month? And so far this month?
How many stones did you throw yesterday? And so far today?
How many times did you speak to your boss yesterday? And so far today?
How many strikes were there in this company last month? And so far this month?
How many explosions were there in this office last year? And so far this year?
How many plane crashes did you see last year? And so far this year?
How many wonderful things did you do yesterday? And so far today?

26.22 Teacher & student reading aloud + questions First you read the passage. Then have each student read it. Finally ask
the questions following the passage.

PICTURE 64 (Nigel Perkins) When the students read, correct them at all times and insist on intonation
and good pronunciation.

26.23 The same...as Although these forms have been seen in readings and elsewhere, this is
Different...from/than the formal introduction. The important thing is to make sure that your
students say: “...same...as”, not “...same... that”, which is so common in
Spain.

With “different”, use “from” or “than”, depending on which form you

normally use.

Is your car the same as mine or different from mine?

Are your shoes the same color or a different color than mine?
Are your eyes the same color or a different color than María’s?
Do you keep your money in the same bank as I do or in a different bank?
Do you come to work at the same time as your boss of at a different time?
Do you leave home at the same time or a different time than your wife?
Does Madrid have the same problems as Mexico City?
Does Nigel live in the same country or a different country than Aki?
Does Michael go to the same school or a different school than his sister?
Etc.

26.24 Review: should / shouldn’t Picture 65 contains seven sentences in Spanish, all with serious errors.
Show the picture to your students and ask them if the Spanish is correct.
letters Your students then must point out each mistake and use “should” or
accent “shouldn’t”. There are 32 mistakes in all. (I bet you and your students
don’t find them all.)
(Picture 65)
Here’s an example of what the student should say:

Student: (first sentence) The first word shouldn’t start with an “a”. It
should start with an “h”.

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26.25 Translation booklet 2 – list 8 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 3 – lists 3 & 4 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

26.26 Mastering the interrogative This is the second of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
He has lunch at two o’clock every day. What time does he have lunch every day?
There are two. How many are there?
She’s one meter, 74 centimeters. How tall is she?
They are studying. What are they doing?
She’s from Italy. Where is she from?
I see them about twice a week. How often do you see them?
He’ll be here tomorrow. When will he be here?
They’ll go there by train. How will they go there?
There are 7 people in the waiting room. How many people are there in the waiting room?
It’s 400 kilometers from Milan to Rome. How far is it from Milan to Rome?
It takes 3 hours to drive to Valencia. How long does it take to drive to Valencia?
My sister smokes Marlboro. What kind of cigarettes does your sister smoke?
My brother lives in Boston. Where does your brother live?
My uncle has three children. How many children does your uncle have?
My uncle’s wife is Japanese. What nationality is your uncle’s wife?

26.27 Regular verbs in past & present perfect Go through the first column again of picture 44 and say the verb in the
present tense. Then the student must say it in the past form and in the
present perfect. Insist on the best pronunciation possible. Example:
( Picture 44)
Teacher: Every day I agree.
Pronunciation of endings Student: Yesterday I agreed. Lately I’ve agreed.
Teacher: Every day I allow.
Student: Yesterday I allowed. Lately I’ve allowed.

Go all the way down the first column

26.28 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

cut fall forget have

do feel get hit
drink fight give hear
drive find go hold
eat fly grow hurt

Routine:

Teacher: Every day I cut.

Student: Yesterday I cut. Lately I’ve cut.
Etc.

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Unit 27

27.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

27.2 Number dictation Dictate the numbers set out below. The students should write them on
a sheet of paper, after which you check them. The quickest way to
check them is to write the numbers yourself in large print on a sheet
of paper. After the dictation, you simply hold up the paper and the
students check the numbers themselves.

715,150 – 360,216 – 33,822 – 91,867 – 19,290 stop and check

476,716 – 550,216 – 819,370 – 2,340,234 – 5,765,098 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

27.3 Number pronunciation Have the students look at their corrected dictation sheets and say
back the numbers to you. You check by guiding yourself by the
numbers above.

27.4 Review the days of the week If they’ve become good with the days, zip through this point in less
than a minute.

27.5 Review of the months of the year If they’ve become good with the months, zip through this point in less
than a minute.

27.6 Review of ordinal numbers and dates Go through a calendar month as follows:

Tuesday, the first. Wednesday, the second. Thursday, the third.

Friday, the fourth. Saturday, the fifth. Sunday, the sixth. Monday, the
seventh. Tuesday, the eighth. Wednesday, the ninth, etc. until the
31st.

27.7 Review of dates (contd.) (Picture 28) Do columns 1 and 2 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

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27.8 Review of years Dictate the following years:

1915, 1950, 1960, 1916, 1917, 1970

Check them and have your students say them back to you

27.9 Review of telling time (Picture 23) Go through the picture once again.

27.10 Review: from...to Teacher: Phillip left for Omaha on the 11th and got back on the 17th.
since... Student: He was in Omaha for 6 days.
for... He was in Omaha from the 11th to the 17th.
ordinal numbers
Teacher: Nigel left for Monte Carlo on the 20th and he’s still there.
Today is the 23rd.
Student: He’s been there for 3 days.
He’s been there since the 20th.

Here are some scenarios:

Natasha to Scotland on 29th – now 31st – she’s still there

Luigi to Germany on 7th – back to Italy 12th
Pierre to Spain on 1st – now 10th – he’s still there.
Aki to Louisiana on 14th – back to Japan on 25th
Paula to Munich on 20th – now 30th – she’s still there.
Inés to Paris on 10th – back to Seville on 20th.
Nigel to New York on 12th – now 20th – he’s still there.

27.11 I want you to - I wanted you to... Imperative: Go to the door, please
He wants you to – He wanted you to... Indirect imperative 1: Tell him to go to the door
Indirect imperative 2: I want him to go to the door
Direct and indirect imperatives Polite imperative 1: Could you go to the door please?
Polite imperative 2: Would you mind going to the door please?

Here is a fun routine to elicit all of the above:

This is a review of point 25.23 with Teacher: Tell me to get up.

the addition of the past tense: Student 1: Get up please.
Teacher: What does student 1 want me to do?
He told me to go to the door. Student 2: He wants you to get up.
He wanted me to go to the door. Teacher: Well, tell him to ask me politely to get up.
Student 2: Ask him politely to get up.
First you go through the routine as it is Student 1: Could you get up please?
set out in the right-hand column. After Teacher: What do you want me to do?
you have finished. Then you ask a Student 1: I want you to get up.
student: Do you remember everything Teacher: Ask me politely in a different way.
that happened? Explain it. Who told me Student 1: Would you mind getting up please?
to get up? Who wanted me to go to Teacher: Of course, no problem. (teacher gets up)
the door? Etc. Teacher: Now, tell me to go to the door.

Students will have trouble remembering Then proceed to have them tell you to go to the door, open it, close it,
every step of the sequence of events, in come back to your chair, and sit down --- all within the routine set out
which case you turn to another student above. The students will have some fun trying to get everything right.
and ask questions like: Did he want me Act stern and insist on the two different alternatives for the polite
to close the door or to come back to my imperative. Correct every mistake.
chair?

27.12 Translation booklet 2 – list 9 Translation booklet: Read the Spanish sentences one by one and
Vocabulary booklet 3 – lists 5 & 6 elicit from the students their equivalent in English. Go around the
class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one

and elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish
column of the list.

124
27.13 Regular verbs in past & prsent perfect Go through the second column again of picture 44 and say the verb
in the present tense. Then the student must say it in the past form and
in the present perfect. Insist on the best pronunciation possible.
( Picture 44) Example:

Pronunciation of endings Teacher: Every day I ask.

Student: Yesterday I asked. Lately I’ve asked. (askt)
Teacher: Every day I check.
Student: Yesterday I checked. Lately I’ve checked. (checkt)

Go all the way down the second column

27.14 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

keep let say ring

know lose pay it rises
lead make put run
leave it means quit see
lend meet read sell

Routine:

Teacher: Every day I keep.

Student: Yesterday I kept. Lately I’ve kept.
Etc.

27.15 Teacher & student reading aloud + questions First you read the passage. Then have each student read it. Finally
ask the questions following the passage.

PICTURE 66 (Inés García) When the students read, correct them at all times and insist on
intonation and good pronunciation.

27.16 Negative questions - review Do the following routine:

Teacher: I am going to say sentences and you simply ask me why, in a complete
question.

TEACHER STUDENT
You weren’t informed of the problem. Why wasn’t I informed of the problem?
You weren’t invited to the party. Why wasn’t I invited to the party?
You weren’t included on the list. Why wasn’t I included on the list?
You weren’t advised of the danger. Why wasn’t I advised of the danger?
You weren’t chosen as a candidate. Why wasn’t I chosen as a candidate?
You weren’t delivered any material. Why wasn’t I delivered any material?
You weren’t hired for the job. Why wasn’t I hired for the job?
You weren’t made captain of the team. Why wasn’t I made captain of the
team?
You weren’t offered the opportunity. Why wasn’t I offered the opportunity?
You weren’t sent any copies Why wasn’t I sent any copies?
It’s not green. Why isn’t it green?
It’s not ready? Why isn’t it ready?
It’s not yours? Why isn’t it mine?
It’s not what we asked for. Why isn’t it what we asked for?
It’s not hot. Why isn’t it hot?

125
27.17 So – such Your students may know these forms from previous exposure to them
in drills and readings. However, this is the formal introduction and
Review of “too” explanation.

The teacher starts by trying to touch the ceiling

Statement 1: I can’t touch the ceiling because it’s too high.

Statement 2: The ceiling is so high that I can’t touch it.

Statement 3: It’s such a high ceiling that I can’t touch it.

Explanation: “So” always follows the noun and precedes the adjective
“Such” precedes both the adjective and the noun

This explanation won’t help students to master the two forms, but it
provides those who like explanations with an explanation.

Drill routine

Teacher: The plate is too hot to handle.

Student: The plate is so hot that I can’t handle it.
It’s such a hot plate that I can’t handle it.

Teacher: The man was very old. He couldn’t walk.

Student: The man was so old that he couldn’t walk.
He was such an old man that he couldn’t walk.

Use the above drill routine with the following ideas:

The day is too cold for us to play tennis.

The runner is too slow to win the race.
The man is too short to play basketball.
The exam is too long for me to finish on time.
The steak is too tough for me to eat.
The man is too fat to get into the car.
The movie was very bad. I left in the middle.
The meeting was very boring. I fell asleep.
The suitcase was very heavy. I couldn’t carry it.
The water was extremely cold. I couldn’t swim in it.
Russian is very difficult. It took me 5 years to learn it.
The bed was very hard. I couldn’t sleep on it.
The man was very crazy. He played solitaire with only 25 cards.
The day was beautiful. I decided to talk a walk.
The course was difficult. I didn’t pass it.

27.18 Review: It takes me... It took me... Etc. First, have one student ask another (or you) the following questions:

Ask Paco how long it takes him to:

wake up? fall asleep at night? wash your hair?
get ready for work? write a memo? get to work?
prepare coffee? access the internet? go home after
work?

Ask Paco how long it takes to:

fly to Paris? lose 10 kilos? pay for a house?
drive to Bilbao? cook paella? build a house?
learn a language? peel an orange? walk a kilometer?

Ask Paco how long it took him to:

learn his job? get his degree? get dressed today?
come here today? find his first job? learn to read?
learn Spanish? go home yesterday? furnish his house?

Ask Paco how long it will take him to:

go home today? become rich? reach the top job here?
learn English? answer this question? learn the irregular verbs?
pay for his house? reach retirement age? come to work tomorrow?

126
27.19 ever - never Drill work The following is a list of questions that you should ask your students.
All the questions ask about things that your students have never
done or things that have never happened. Elicit the negative with
“never”. Insist on the contraction “I’ve” or “he’s” or “it’s”, etc.

When did you last drink 10 liters of water in one day?

When was the last time you ate a plate of spaghetti with your fingers?
When was the last time prices fell 30% in one year?
When did you last feel hungry after eating a fabada?
When did you last fight in a civil war?
When did you last find a 100 pound note in the street?
When did you last get a letter from the president of Italy?
When was the last time you went to New York by ship?
When was the last time you grew 40 centimeters in one month?
When did you last have lunch in a Bolivian restaurant?
When did you last hear me speak English with a Mississippi accent?
When did you last hold a meeting in the Royal Palace?
When did you last keep your money in a Mexican pension fund?
When was the last time you knew a person who had 25 children?
When did you last lead an army into battle?
When did you last leave on holiday at 4:00 am.
When did you last lend me a million dollars?
When was the last time you let me drive your car?
When did you last meet the president of France?
When did you last lose a million pesetas in a casino?
When did you last pay for a car in Swedish crowns?

27.20 Translation booklet 2 – list 10 Translation booklet: Read the Spanish sentences one by one and
Vocabulary booklet 3 – lists 7 & 8 elicit from the students their equivalent in English. Go around the
class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one

and elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish
column of the list.

27.21 Reported speech Picture 67 contains four short dialogues between two people.
Proceed as follows:
Introduction of past perfect
Dialogue 1: Have two students learn the lines, reading to each other
first and then trying to do it by heart. If it’s a private class, you take
(Picture 67) one of the parts.

After the students have read and said their lines several times, turn
the page over so no one can see it and ask the following:

This point can easily fill a full Teacher: What did Phillip ask Nigel?
hour of class time Student: He asked him if he had ever been to Yellowstone Park.
Teacher: What did Nigel say?
Student: He said that he’d never been there.
Teacher: And then what did he ask him?
Student: He asked him if he enjoyed visiting national parks.
Teacher: And what did Nigel say?
Student: He said that he didn’t know because he hadn’t been to
one in 20 years.
Teacher: And then what did Phillip tell Nigel?
Student: He told him that he was going to make reservations for
him and his wife.
Teacher: What did Nigel ask?
Student: He asked if Phillip was sure if his wife would like visiting
a park.
Teacher: And what did Phillip say?
Student: He said that everyone enjoyed Yellowstone Park.

Now follow this same pattern with the remaining three dialogues.

127
27.22 Review of there is/are Simply ask the following questions, insisting on a full answer:
there was/were
there will be Is there a strike in this company often?
there is going to be Are there a lot of strikes in the company every year?
there has/have been Was there a strike last month?
Is there going to be a strike next week?
Have there been many strikes lately?
Has there ever been a strike that lasted 5 months?
Will there be a strike if the company cuts salaries by 50%?

Is there a party in the office every evening?

Are there many parties in this office?
Was there a party here last week?
Will there be a party here this evening?
Are there going to be any parties here next week?
Have there been any parties here lately?
Has there ever been a party in this office?

27.23 Short answer drill and listening Students should answer the following questions with a short answer
comprehension exercise (Yes, I do... No, it’s not... Yes, there should... etc.).

No question has any relation whatsoever with the one that follows it.
In addition, many of the questions are absurd. This makes it more
difficult for the students to understand the questions, which converts
the drill into not only a short-answer drill but a good listening exercise
as well.

Ask the following questions, eliciting a short answer:

Are you Spanish?

Do you like good food?
Is Mexico in Europe?
Would you like to be a millionaire?
Will you be here tomorrow?
Are you in love with my neighbor?
Did you see a good movie last week?
Do your neighbors give you a lot of problems?
Were you here at this time yesterday?
Could you speak English when you were 5 years old?
Does it rain a lot in this city?
Are your shoes clean?
Does your back give you a lot of trouble?
Are your eyes blue?
Does Spain belong to the European Union?
Do the people in Chile speak Chinese?
Is this class boring?
Have you ever called me an idiot?
Are you from Finland?
Was there a fire here yesterday?

27.24 Conjunctions By looking at the following drill routine, you should be able to explain
quite easily the usage of these conjunctions. For the sake of
Although / Even though simplicity, you can say that “although” and “even though” are, for all
Anyway / In any case practical purposes, the same. “Even though” is a bit more radical in its
counterposition to the fact.

Teacher: It was raining cats and dogs, but he took a walk in the
park anyway.
Student: Even though it was raining cats and dogs, he took a walk
in the park.

- Interests rates are high, but Aki is planning to ask for a loan
anyway.
- François’ English level’s high but he still wants to take some
classes.
- Nancy’s husband has a good salary, but she works anyway.
- Ines has a boyfriend, but she wants to see François in any case.
- Michael hasn’t finished his homework yet, but he’s going to bed.
- Li likes rice with curry, but he doesn’t eat it very often.
- I don’t want to do it, but in any case, I’ll do it.

128
27.25 Conjuctions There is a very fine line of difference between these two conjunctions.
Here is an attempt to explain a difference. Nevertheless, they can very
However – Nevertheless often be used interchangeably.

1) “However” initiates a statement with negative connotations that

qualifies a preceding positive statement. Example:

Jimmy has good potential; however, he needs to work harder.

(Positive idea + “however” + a more negative qualification)

2) “Nevertheless” is just the opposite; that is, it initiates a statement

with positive connotations that adds something more favorable to a
preceding negative statement.

Jimmy has poor study habits; nevertheless, he manages to pass the

subjects without too many problems.

(Negative idea + “nevertheless” + a positive fact)

Exercise routine:

Teacher: Li doesn’t use English in his job. He’s studying it.

Student: Li doesn’t use English in his job; nevertheless, he’s studying
it.

As the difference is so fine between the two forms, here’s the answer to
the following routine: 1) nevertheless; 2) however; 3) however;
4) nevertheless; 5) nevertheless; 6) however; 7) however

1) Luigi has important business in Stuttgart. He delegates it to Ana.

2) Pierre has a good salary in the ministry. It’s still not enough to
support his four children.
3) Nigel is rich. He doesn’t like to spend money.
4) Paula doesn’t have much money. She always finds ways to make it
last.
5) Ines doesn’t know French. She finds ways to communicate with
François.
6) Phillip has important clients in Omaha. He prefers to deal with them
from Lincoln.
7) Ronny’s father is rich. Ronny never has any money.

27.26 Reinforcement of “even though” Read to your students, one by one, each of the eight scenarios you’ve
just covered above (including the example). Have them restate the
scenarios using “even though”:

Teacher: Li doesn’t use English in his job. He’s studying it.

Student: Even though Li doesn’t use English in his job, he’s studying
it.

Continue with the remaining seven scenarios.

27.27 Translation booklet 2 – list 11 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 3 – list 9 & 10 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

129
Unit 28

28.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

28.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

344,414 – 217,770 – 46,821 – 93,919 – 19,534 stop and check

767,661 – 505,666 – 911,110 – 3,874,770 – 6,109,212 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

28.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

28.4 Review of ordinal numbers and dates Go through a calendar month as follows:

Wednesday, the first. Thursday, the second. Friday, the third. Saturday,
the fourth. Sunday, the fifth. Monday, the sixth. Tuesday, the seventh.
Wednesday, the eighth. Thursday, the ninth, etc. until the 31st.

28.5 Review of dates (contd.) (Picture 28) Do columns 3 and 4 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

28.6 Review of years Dictate the following years:

1925, 1980, 1998, 1918, 1916, 1969

Check them and have your students say them back to you.

28.7 Review of telling time (Picture 23) Go through the picture once again.

28.8 Review: from...to Teacher: Phillip left for Omaha on the 11th and got back on the 17th.
since... Student: He was in Omaha for 6 days.
for... He was in Omaha from the 11th to the 17th.
ordinal numbers
Here are some scenarios:

Natasha to Scotland on 29th – now 31st – she’s still there

Luigi to Germany on 7th – back to Italy 12th
Pierre to Spain on 1st – now 10th – he’s still there.
Aki to Louisiana on 14th – back to Japan on 25th
Paula to Munich on 20th – now 30th – she’s still there.
Inés to Paris on 10th – back to Seville on 20th.
Nigel to New York on 12th – now 20th – he’s still there.

130
28.9 Overview of the three conditionals This is a theoretical introduction of the conditionals. In this unit, we will
only dwell on one of the conditionals: the present or 2nd conditional.
However, the following story about the beggar helps students to
remember the three forms of the conditional. But first, some preliminaries:

Many books and teachers speak of the first, second, and third conditional:

First conditional: If I have enough money, I’ll go.

Second conditional: If I had enough money, I’d go.
Third conditional: If I had had enough money, I would’ve gone.

Spanish learners sometimes get confused trying to remember which is the

first conditional, the second, etc.

Usually it’s simpler if the three are termed as the future conditional, the
present conditional, and the past conditional.

Here is a story you can tell your students that will help them to clarify the
difference:

Teacher: Let’s say that I’m a person who likes to give money to
beggars. It makes me feel that I am doing something good for
someone and I feel good at the same time.

Let’s say, then, that after this class I leave the office and start
walking along the street. About 30 meters ahead, I see a
beggar. I say to myself: “Ah ha! ... a chance to do a good
deed.” I start searching my pockets for a coin, saying to
myself:

 1) If I have a coin, I’ll give it to the beggar.

At this point, write the sentence on the board, titling it

“Future Conditional”, restating it orally as follows: I don’t
know if I have a coin, but, if I have one, I will give it to
the beggar, that is, in the immediate future.

If + present tense + future tense

I continue walking toward the beggar, searching every pocket.

Finally, when I reach the beggar, I realize that I don’t have a
coin. I look at the beggar and apologize:

“I’m sorry, Mr. Beggar, I don’t have a coin... but

 2) If I had a coin, I’d give it to you.

Write this sentence on the board, below the previous

one, titling it “Present Conditional”, restating it orally as
follows: I don’t have a coin right now, at the present
time, but, if I had one, right now, at the present time, I
would give it to you.

If + past tense + simple conditional form

Finally, 30 minutes later, when I get home, I tell my wife

(husband) what happened. I say: I saw a beggar about 30
minutes ago and I didn’t have a single coin...

 3) If I had had a coin, I would have given it to the

beggar.

Write this sentence on the board, below the previous

one, titling it “Past Conditional”, restating it orally as
follows: In the end, I didn’t have a coin. That was 30
minutes ago... in the past. But, if 30 minutes ago I had
had a coin, I would have given it to the beggar

If + past perfect tense + past conditional form

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28.10 Present or 2nd conditional: more theory This is simply to point out to your students that the verb “to be”, when it
follows “if” in the present conditional is always “were”, never “was”.

If I were a rich man...

If it were true...

Many Americans say “If it was true”... “If I was as tall as you...”, etc.

It is used so commonly that some people claim it has been officially

accepted. Maybe it has, but it still sounds like poor language usage and I
insist that “were” be universal in this form.

28.11 Present or 2nd conditional Ask simple, straight-forward questions in the present conditional as a
warm-up. Insist on complete answers. Here are some questions to get
you started:

If you spoke perfect English, would you come to this class?

If you were a multimillionaire, would you continue with English?
If you won a million dollars, would you give me half of it?
If you were the president of Spain, would you raise taxes?
If you had 10 children, could you support them. (would you be able to...)
If I gave you a million dollars, would you thank me?
Etc.

28.12 Present conditional (contd.) The following routine will appear periodically throughout the rest of this
method as a review of the present conditional and as a reinforcement of
irregular verbs and the pronunciation of regular verb endings.

It is called the “make a logical conclusion” routine. The teacher says

something, and the student makes a logical conclusion within the present
conditional form. Example:

Teacher: I teach English because I need money.

Student: If you didn’t need any money, you wouldn’t teach.

You may need to help the student at the beginning to get the idea of the
routine. It’s a very effective drill pattern for the conditional because the
teacher’s statement doesn’t contain the conditional form... that is, the
teacher doesn’t give away part or all of the answer in the cue.

Here are more statements for a logical conclusion in the conditional:

I teach because I need money.

I’m here because I’m your teacher.
I’m tall because my father is tall.
I live in a small house because I’m not rich.
I know you because I live in Spain.
I’m not rich because I don’t have a million dollars.
I’m not famous because I can’t fly like Peter Pan.
Nancy is slim because she doesn’t eat too much.
I’m not a politician because I don’t like politics.
You’re looking at me because I’m talking to you.
Sarah is fat because she eats too much.
The earth is round because it’s not flat.
You’re here because you want to learn English.
You’re listening to me because I’m your teacher.
Tony Blair is the British prime minister because he’s intelligent.
The sun isn’t shining because it’s a cloudy day.
He’s wearing a coat because he doesn’t feel hot.
He loves her because she cooks well.
You make mistakes because your English isn’t perfect.
I don’t play basketball because I’m not tall.

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28.13 Regular verbs in past & present perfect Go through the third column of picture 44 and say the verb in the present
tense. Then the student must say it in the past form and in the present
Lately perfect. Insist on the best pronunciation possible. Example:

(Picture 44) Teacher: Every day I accept.

Student: Yesterday I accepted. Lately I’ve accepted (akseptid)
Teacher: Every day I act.
Pronunciation of endings Student: Yesterday I acted. Lately I’ve acted. (actid)

Go all the way down the third column

28.14 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

send speak teach wear

set spend tell win
shut stand think write
sit steal throw become
sleep take understand begin

Routine:

Teacher: Every day I send.

Student: Yesterday I sent. Lately I’ve sent.
Etc.

28.15 Review: There has/have never been... When was the last time there was a tornado in Madrid?
When was the last time there was a dead body in the trunk (boot) of your
car?
When was the last time there were five general elections in the same year
in Spain?
When was the last time there was a criminal in your family?
When was the last time there were some famous actors in your house?
When was the last time there was a Buddhist monk in your house?
When was the last time there were 100 people in your house?
When was the last time there was a torture chamber in your company?
When was the last time the prices rose 300% in one year in Spain?
When was the last time there were some nuclear disasters in the Canary
Islands?
When was the last time there was a major earthquake in Madrid?
When was the last time there was a volcanic eruption in the Madrid area?

28.16 Present perfect vs. past How many times did you forget to come to class last month? And so far this month?
How many faxes did you read yesterday? And so far today?
How many letters did you send yesterday? And so far today?
How many crimes did you commit last month? And so far this month?
How many banks did you rob last year? And so far this year?
How many times did you go fishing last month? And so far this month?
How many times did you go swimming last month? And so far this month?
How many colds did you catch last year? And so far this year?
How many illnesses did you suffer last year? And so far this year?
How many people did you shout at yesterday? And so far today?
How many complaints did you hear yesterday? And so far today?
How many questions did you answer during the last class? And so far this class?
How many times did you play poker last month? And so far this month?
How many times did you break the law last week? And so far this week?
How many times did you begin to write a novel last year? And so far this year?
How many times did you bite your tongue yesterday? And so far today?

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28.17 Translation booklet 2 – list 12 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 3 – lists 11 & 12 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

28.18 Mastering the interrogative This is the third of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
My uncle drives a BMW. What kind of car does your uncle drive?
It takes him 10 minutes to drive to work. How long does it take him to drive to work?
He works 10 hours a day. How many hours a day does he work?
He works in a bank. Where does he work?
The capital of Arizona is Phoenix. What’s the capital of Arizona?
It’s located in the center of the state. Where is it located?
There are a million people in Phoenix. How many people are there in Phoenix?
It has four art museums. How many art museums does it have?
There are three bedrooms in my house. How many bedrooms are there in your house?
Mine is the biggest one. Which one is yours?
That book is mine. Whose book is that?
Those documents are theirs. Whose documents are those?
She calls me twice a week. How often does she call you?
He’s coming later on this afternoon. When’s he coming?
I’ll contact him tomorrow morning. When will you contact him?

28.19 Teacher & student reading aloud + questions First you read the passage. Then have each student read it. Finally ask
the questions following the passage.

PICTURE 68 (Natasha Zarakovich) When the students read, correct them at all times and insist on intonation
and good pronunciation.

28.20 Conjunctions Teacher: Even though it was snowing and windy, Natasha walked to
the library.
In spite of Student: Natasha walked to the library in spite of the snow and wind.
Despite Student: Natasha walked to the library in spite of the fact that it was
snowing and windy.
In spite of the fact that Student: Natasha walked to the library despite the snow and wind.
Despite the fact that Student: Natasha walked to the library despite the fact that it was
snowing and windy.

The teacher gives the cue and students can offer up to four alternatives.
Here are more cues for the teacher:

- Even though he knows the process, Li always consults the manual.

- Even though there was a lot of traffic, Pierre decided to drive to
work.
- Even though Phillip had a different opinion, Nancy decided to accept
the project.
- Even though it was terribly hot, everyone had a good time.
- Even though the child had a bad temper, the teacher remained
patient.
- Even though the climate is very humid in Louisiana, Aki has decided
to accept the job there.

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28.21 Conjunctions - Instead of / rather than Teacher: Although Michael had to do homework, he decided to play a
computer game.
Student: Instead of doing his homework, Michael decided to play a
computer game.
Student: Rather than doing his homework, Michael decided to play a
computer game.

Here are more cues:

- Although she needed to go to the bank, she decided to spend the

morning with her boyfriend.
- Although I expected them to come here first, they went directly to
the meeting.
- Although this way is okay, I think we should do it the other way.
- Although they considered preparing the food themselves, they called
a catering company.
- They thought about waiting for the bus, but then they decided to
catch a taxi.
- We considered buying tickets for the match, but then we decided to
watch it on TV.

28.22 Negative questions - review Do the following routine:

Teacher: I am going to say sentences and you simply ask me why, in a complete
question.

TEACHER STUDENT
He’s not the right person for the job. Why isn’t he the right person for the job?
He’s not here yet? Why isn’t he here yet?
He’s not the only one. Why isn’t he the only one?
She’s not going to call you. Why isn’t she going to call me?
She’s not going to come to the party. Why isn’t she going to come to the party?
She’s not going to marry you. Why isn’t she going to marry me?
I’m not ready. Why aren’t you ready?
I’m not the best teacher in the world. Why aren’t you the best teacher in the world?
I’m not rich. Why aren’t you rich?
I’m not an admirer of yours. Why aren’t you an admirer of mine?
They aren’t legal. Why aren’t they legal?
We’re not as fast as we used to be. Why aren’t you as fast as you used to be?
They aren’t serious in their job. Why aren’t they serious in their job?
It wasn’t right. Why wasn’t it right?
It wasn’t as easy as they said. Why wasn’t it as easy as they said?

28.23 Translation booklet 2 – list 13 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 3 – lists 13 & 14 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

28.24 Review of “whose” and possessive pronouns Briefly go over picture 26, identifying whose room is whose and then
around the class identifying whose book, pen, etc. belongs to whom.
Have the students ask most of the questions.
( Picture 26 )
Try to get “ours” and “theirs” into the routine.

Is that book yours or his? (pointing at Paco’s book) It’s his.

Is this classroom ours for now or the company’s? For now, it’s ours.
Etc.

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28.25 not as much as vs. less In English, it’s more common to make a negative, or backward
not as many as vs. fewer comparison, than a straight-forward comparison. Example:

It’s more common to say: I don’t have as much money as you… than to
say: I have less money than you.

In the following routine, the teacher states the less common form and the
student must come back with the more common one:

Teacher: There is less water in Syria than in England.

Student: There isn’t as much water in Syria as in England.

Teacher: There are fewer olive trees in Brazil than in Spain.

Student: There aren’t as many olive trees in Brazil as in Spain.

To facilitate this routine, I recommend that you take two countries, for
example, Syria and Spain, and follow the above routine comparing the
two countries regarding:

people camels rain

sunlight oil (petroleum) Bedouins
factories flamenco dancers coastline
sand olive trees ports
bulls olive oil industry

28.26 Remind vs. remember First, explain that “remember” is to bring something into your memory or
to hold something in your memory.
to remind someone of
Then explain that “remind” is to help someone else to remember or not to
forget.

Routine:
Teacher: Can you help me to remember not to forget to call Nancy?
Student: Can you remind me to call Nancy?

Cues:
- Sometimes I have to help Nigel to remember to buy a gift for his wife
on her birthday.
- Because he never remembers to turn off the bathroom light, his wife
always has to help him to remember.
- Help me to remember to write that report.
- Nobody helped me to remember to make the reservations.
- If you don’t help him to remember the appointment, he’ll forget it.
- When I see her, I think of my mother. She looks and acts like her.
(this is a different form of “to remind of”)
- You look and act like a famous actor whose name I can’t remember.
- Help me to remember to call them.
- You have to help her all the time to remember to do her homework.

28.27 “To be or not to be” “He told me to don’t go” – Spanish learners often say this. They’re seldom
taught the negative of the infinitive.

The negative of the infinitive Routine:

Teacher: Jimmy said to me: “Don’t open the window” What did he tell
me?
Student: He told you not to open the window.

Cues:
- The policeman said to me: “Don’t park in this area”. What did he tell
me?
- Aki asked his wife: “Please don’t cry”. What did he ask her?
- My boss said to me: “Don’t do that again!”. What did he tell me?
- The shopkeeper said to her: “Please don’t touch the piano.” What did
he ask her?
- The mother said to her son: “Don’t put your feet on the table!” What
did she tell him?
- The cook said to his assistant: “Please don’t add too much salt this
time.” What did he ask him?
- The mother said to her friend: “Don’t pay any attention to Jimmy.”
What did she tell her friend?

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Unit 29

29.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

29.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

715,150 – 360,216 – 33,822 – 91,867 – 19,290 stop and check

476,716 – 550,216 – 819,370 – 2,340,234 – 5,765,098 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

29.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

29.4 Review of ordinal numbers and dates Go through a calendar month as follows:

Thursday, the first. Friday, the second. Saturday, the third. Sunday, the
fourth. Monday, the fifth. Tuesday, the sixth. Wednesday, the seventh.
Thursday, the eighth. Friday, the ninth, etc. until the 31st.

29.5 Review of dates (contd.) (Picture 28) Do columns 5 and 1 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

29.6 Review of telling time (Picture 23) Go through the picture once again.

29.7 Review: from...to Teacher: Phillip left for Omaha on the 11th and got back on the 17th.
since... Student: He was in Omaha for 6 days.
for... He was in Omaha from the 11th to the 17th.
ordinal numbers
Here are some scenarios:

Natasha to Scotland on 29th – now 31st – she’s still there

Luigi to Germany on 7th – back to Italy 12th
Pierre to Spain on 1st – now 10th – he’s still there.
Aki to Louisiana on 14th – back to Japan on 25th
Paula to Munich on 20th – now 30th – she’s still there.
Inés to Paris on 10th – back to Seville on 20th.
Nigel to New York on 12th – now 20th – he’s still there.

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29.8 to / for “I do this job for earning a living”. Some English teachers spend so much
time drilling in “for + gerund”, that Spanish students overuse it.
What... for?
Here’s the rule:

for + gerund = functionality

to + infinitive = purpose

Example:
A cigarette lighter is for lighting cigarettes. (functionality)
I use a cigarette lighter to light cigarettes. (purpose)

In the question, we always use “for”. In the answer, it depends:

What is a lighter for? It’s for...

What do you use a lighter for? I use it to...

In addition, when referring to people’s funcionalities, we use “to +

infinitive”. (The policeman is here to keep order).

Ask the following questions, eliciting “to + infinitive” or “for + gerund”:

- What’s a can opener for? (British: a tin opener)

- What do you use a can opener for?
- What’s calculator for?
- What do you use a calculator for?
- What’s a book marker for?
- What do you use a knife for?
- What’s a clock for?
- What do you use a stapler for?
- What’s a briefcase for?
- What do people take sleeping pills for?
- What’s a telescope for?
- What do people use microscopes for?
- Etc.

29.9 Translation booklet 2 – list 14 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 3 – list 15 & 16 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

29.10 Review: It takes me... It took me... Etc. First, have one student ask another (or you) the following questions:

Ask Paco how long it takes him to:

wake up? fall asleep at night? wash your hair?
get ready for work? write a memo? get to work?
prepare coffee? access the internet? go home after work?

Ask Paco how long it takes to:

fly to Paris? lose 10 kilos? pay for a house?
drive to Bilbao? cook paella? build a house?
learn a language? peel an orange? walk a kilometer?

Ask Paco how long it took him to:

learn his job? get his degree? get dressed today?
come here today? find his first job? learn to read?
learn Spanish? go home yesterday? furnish his house?

Ask Paco how long it will take him to:

go home today? become rich? reach the top job here?
learn English? answer this question? learn the irregular verbs?
pay for his house? reach retirement age? come to work tomorrow?

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29.11 On the following page, you will find the famous sister routine. It has made many a proud “advanced” student eat humble
pie.

Before you try to do it, you must read through it several times to understand the format. It is designed to work the
mechanics of the present simple tense in the third person singular.

It requires that you pretend to have a sister who does all the things set out in the routine.

Learn the routine well. After you’ve mastered it, you will be able to absolutely dazzle students. They will feed out of your
hand and be ready to follow you to the end of the earth.

Mastery of this routine, and others like it, provide you with a valuable tool that enables you to exhibit absolute dominance
of the class situation and to punch endless holes in a student’s English. Of course, our objective is not to punch so many
holes in our students’ English that they become dejected and pessimistic. However, we do want to make students see that
to speak English well, they must have what is termed “mastery of the mechanics of the language”.

Several years ago, an advanced student, after suffering through a routine similar to this one, stated that such mastery of
the mechanics was not necessary for fluent communication. Two days later, in his presence, I did the same routine with
two native speakers. The student was fascinated as he watched the three of us literally play with the basic mechanics of
our language, at a speed that, for him, seemed to reach the speed of light. He realized that native fluency is intimately
connected to mastery of the grammatical structure of the language.

From that point on, he worked tirelessly to master the structures of basic English forwards and backwards. Within two
months, his English had become tremendously better. He was no longer “winging it”, as so many English learners do.

So, before going on to study the routine, here is a simple breakdown of what “your” sister does every day:

She lives in Denver, Colorado

She works
She has three jobs, one in the morning, one at midday, and one in the afternoon.
She teaches in the morning.
She teaches interior decoration.
She starts at 8:30
She works in a bank at midday.
She’s the bank’s official decorator. (Her services are subcontracted because the bank is building branch offices).
She’s a free-lance decorator in the afternoons.
She decorates offices, restaurants, and homes.
She doesn’t like to decorate offices because the decoration is boring and functional... not creative.
She doesn’t like to decorate restaurants because too often restaurant owners think they’re decorators too.
She likes to decorate homes because she has freedom and can use her creativity to its fullest.

Out of these 13 ideas, you can extract a minimum of 75 questions or cues for your students. The following page contains
only the minimum. You can add other “fictitious facts” about “your” sister to lengthen the routine if you want.

Again, it’s imperative that you correct every mistake... on the spot. Otherwise, your students won’t realize how weak they
are with the basic mechanics of the language.

In later units, I will include other routines like this one on uncles, aunts, brothers, best friends, etc.

GO ON TO THE NEXT PAGE, STUDY THE ROUTINE, AND THEN USE IT.

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29.12 Teacher: María, tell Paco to ask me if I have a sister.
María: Paco, ask the teacher if he has a sister.
Paco: Do you have a sister?
Teacher: Yes, I do. Now, Paco tell María to ask me where she lives.
Paco: María, ask the teacher where his sister lives.
María: Where does your sister live?
Teacher: Excuse me, Paco, what does María want to know?
Paco: She wants to know where your sister lives.
Teacher: She lives in Denver, Colorado. Now, María, tell Paco to ask me if she works.
María: Paco, ask the teacher if his sister works.
Paco: Does your sister work?
Teacher: Excuse me, María, what does Paco want to know?
María: She wants to know if your sister works.
Teacher: Yes, she does. She has three jobs, one in the morning, one at midday, and one in the afternoon. Now Paco,
tell María to ask me what my sister does in the morning.
Paco: María, ask the teacher what his sister does in the morning.
María: What does your sister do in the morning?
Teacher: Excuse me, Paco, what does María want to know?
Paco: She wants to know what your sister does in the morning.
Teacher: She teaches. Now María, tell Paco to ask me what she teaches.
María: Ask the teacher what his sister teaches?
Paco: What does your sister teach?
Teacher: Excuse me, María, what does Paco want to know?
María: He wants to know what your sister teaches.
Teacher: She teaches interior decoration. Now, Paco, tell María to ask me how many hours she gives every day.
Paco: María, ask the teacher how many hours his sister gives every day.
María: How many hours does your sister give every day?
Teacher: Excuse me, Paco, what does María want to know?
Paco: She wants to know how many hours your sister gives every day.
Teacher: She gives three hours every day. Now, María, tell Paco to ask me what time she starts in the morning.
María: Paco, ask the teacher what time she starts every morning.
Paco: What time does she start every morning?
Teacher: Excuse me, María, what does Paco want to know?
María: He wants to know what time your sister starts every morining.
Teacher: She starts a 8:30. Now, Paco, tell María to ask me what my sister does at midday.
Paco: María, ask the teacher what his sister does at midday.
María: What does your sister do at midday?
Teacher: Excuse me, Paco, what does María want to know?
Paco: She wants to know what your sister does at midday?
Teacher: She works in a bank. Now, María, tell Paco to ask me what she does there.
María: Paco, ask the teacher what his sister does in the bank.
Paco: What does your sister do in the bank?
Teacher: Excuse me, María, what does Paco want to know?
María: He wants to know what your sister does in the bank.
Teacher: She’s the official decorator. Now, Paco, tell María to ask me what my sister does in the afternoons.
Paco: María, ask the teacher what his sister does in the afternoons.
María: What does your sister do in the afternoons?
Teacher: Excuse me, Paco, what does María want to know?
Paco: She wants to know what your sister does in the afternoons.
Teacher: She decorates offices, restaurants, and homes. María, tell Paco to ask me if she likes to decorate offices.
María: Paco, ask the teacher if his sister likes to decorate offices.
Paco: Does your sister like to decorate offices?
Teacher: Excuse me, María, what does Paco want to know?
María He wants to know if your sister likes to decorate offices.
Teacher: No, she doesn’t. Paco, tell María to ask me why.
Paco: María, ask the teacher why his sister doesn’t like to decorate offices.
María: Why doesn’t your sister like to decorate offices?
Teacher: Excuse me, Paco, what does María want to know?
Paco: She wants to know why your sister doesn’t like to decorate offices.
Teacher: Because the decoration is too boring and functional. Now, María, tell Paco to ask me if she likes to decorate
restaurants.
María: Paco, ask the teacher if his sister likes to decorate restaurants.
Paco: Does your sister like to decorate restaurants?
Teacher: Excuse me, María, what does Paco want to know?
María: He wants to know if your sister likes to decorate restaurants.
Teacher: No, she doesn’t. María, tell Paco to ask me why.
María: Paco, ask the teacher why his sister doesn’t like to decorate restaurants.
Paco: Why doesn’t your sister like to decorate restaurants?
Teacher: Excuse me, María, what does Paco want to know?
María: He wants to know why your sister doesn’t like to decorate restaurants.
Teacher: Because restaurant owners think they’re professional decorators too. Now, Paco, tell María to ask me if she
likes to decorate homes.
Paco: Ask the teacher if his sister likes to decorate homes.
María: Does your sister like to decorate homes?
Teacher: Excuse me, Paco, what does María want to know?
Paco: She wants to know if your sister likes to decorate homes.
Teacher: Yes, she does.
THE END (if we had more space on this page, we could expand this routine to double its present size)

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29.13 ever - never Drill work The following is a list of questions that you should ask your students. All the questions
ask about things that your students have never done or things that have never
happened. Elicit the negative with “never”. Insist on the contraction “I’ve” or “he’s” or
“it’s”, etc.

When was the last time there were 100 people in your house?
When was the last time you put your feet in boiling oil?
When was the last time you were able to find enough time to study English properly?
When did you last read a novel in Polish?
When did you last ring the bells in St. Peter’s Basilica?
When was the last time it took you two months to locate a plumber?
When was the last time there was a torture chamber in your company?
When was the last time the prices rose 300% in one year in Spain?
When was the last time you ran from your house to the office?
When did you last say something offensive to me?
When was the last time you saw someone flying on a magic carpet?
When did you last sell something for a million dollars?
When was the last time it took you 10 hours to cook a meal?
When was the last time there were some nuclear disasters in the Canary Islands?
When did you last send me a message through a secret mail service?
When was the last time you showed me something worth a million dollars?
When was the last time you were able to read people’s minds?
When was the last time you shut a door on my finger?
When was the last time there was a major earthquake in Madrid?
When was the last time you sang something in Russian?
When did you last sit down on a chocolate cake?

29.14 Because Teacher: The game was canceled because it was raining.
Because of Student 1: The game was canceled because of the rain.
On account of Student 2: The game was canceled on account of the rain.
Due to Student 3: The game was canceled due to the rain.

Note: Emphasize “because of” more than the other two, as it is more
common and natural.

Cues:

- He went to the doctor because he had a cold.

- Nigel made a mistake because there was a misunderstanding.
- The flight left late because the weather was bad.
- Luigi got to the office late because there was a lot of traffic.
- The helicopter crashed because it was very windy.
- The confusion occurred because there was a misinterpretation.
- Ronny lost the money because he was careless.
- The kitchen exploded because there was a gas leak.
- Phillip missed two working days because his father died.
- A quarter of the population fell ill because there was a malaria
epidemic.

29.15 Translation booklet 2 – list 15 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 3 – lists 17 & 18 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

29.16 Regular verbs in past & present perfect Go through the first column again of picture 44 and say the verb in the
present tense. Then the student must say it in the past form and in the
present perfect. Insist on the best pronunciation possible. Example:
( Picture 44)
Teacher: Every day I agree.
Student: Yesterday I agreed. Lately I’ve agreed.
Pronunciation of endings Teacher: Every day I allow.
Student: Yesterday I allowed. Lately I’ve allowed.

Go all the way down the first column

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29.17 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

blow catch deal with fall

break choose do feel
bring come drink fight
build it costs drive find
buy cut eat fly

Routine:

Teacher: Every day I blow.

Student: Yesterday I blew. Lately I’ve blown.
Etc.

29.18 Short answer drill and listening Students should answer the following questions with a short answer (Yes,
comprehension exercise I do... No, it’s not... Yes, there should... etc.).

No question has any relation whatsoever with the one that follows it. In
addition, many of the questions are absurd. This makes it more difficult for
the students to understand the questions, which converts the drill into not
only a short-answer drill but a good listening exercise as well.

Ask the following questions, eliciting a short answer:

Does it snow often in the Sahara Desert?

Will there be a parliamentary election next week?
Was there a religious holiday last week?
Can the Arabs and Jews live together peacefully?
Am I your teacher?
Did you meet me last week?
Was I your teacher last month?
Did I try to kill you last week?
Have you ever been to a discotheque?
Has there ever been a tornado in this city?
Would you be here if your English were perfect?
Did the French invade Spain last year?
Did Columbus discover America?
Were there any Japanese people in your house last week?
Will it snow here tomorrow?
Are you and I talking to each other?
Can I speak English better than you?
Does the queen of England speak Chinese with her children?
Would we get wet if it were raining now?
Is the president of Spain married?

29.19 Teacher & student reading aloud + questions First you read the passage. Then have each student read it. Finally ask
the questions following the passage.

PICTURE 69 (Ana Barghini) When the students read, correct them at all times and insist on intonation
and good pronunciation.

29.20 Unless Change sentences with “if” to “unless”. “Unless” in Spanish is translated
as “a menos que” or “a no ser que”.

Teacher: If you can’t come to the party, don’t call me.

Student: Don’t call me unless you can come to the party.

Cues:
 If you don’t have the report ready, don’t go to the meeting.
 If you don’t know his direct number, don’t call him.
 If there isn’t a quicker way, I prefer not to do it.
 If no one asks me to do it, I won’t do it.
 If nothing happens, nobody will know.
 If they don’t cancel the meeting, you’ll have to fly there next week.
 If you don’t buy the book, you won’t be able to read it.
 If you don’t come with me, I won’t go.

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29.21 Review: present or 2nd conditional The following routine continues our review of the present conditional and
serves as a reinforcement of irregular verbs and the pronunciation of
regular verb endings.

It is called the “make a logical conclusion” routine. The teacher says

something, and the student makes a logical conclusion within the present
conditional form. Example:

Teacher: I teach English because I need money.

Student: If you didn’t need any money, you wouldn’t teach.

You may need to help the student at the beginning to get the idea of the
routine. It’s a very effective drill pattern for the conditional because the
teacher’s statement doesn’t contain the conditional form... that is, the
teacher doesn’t give away part or all of the answer in the cue.

Here are more statements for a logical conclusion in the conditional:

She makes mistakes because she works too fast.

I’m poor because I’m a teacher.
He is always ill because he doesn’t take care of himself.
Helen is rich because she has a lot of money.
The sun is shining because the sky isn’t cloudy.
He doesn’t want to marry her because she doesn’t know how to cook.
The box is empty because there’s nothing in it.
I’m bored because my life is boring.
He doesn’t progress because he doesn’t come to class every day.
I want to eat because I’m hungry.
He’s an alcoholic because he drinks too much.
I carry aspirin with me because I suffer chronic headaches.
I sleep on a hard mattress because I have a back problem.
She knows me well because I’m famous.
I eat fast because I’m a nervous person.
I don’t have a Porsche because I don’t have a lot of money.
I don’t have financial problems because I don’t spend a lot of money.

29.22 Translation booklet 2 – list 16 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 3 – lists 19 & 20 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

29.23 Even – not even Teacher: Everyone was at the party. My grandmother was there too!
Student: Everyone was at the party, even my grandmother.

Cues:

 No one knew the answer. The best student in the class didn’t either!
 Everybody on the team scored. The goalkeeper scored too!
 Everyone got sick. The captain of the ship got sick too!
 Nobody remembered the words to the song. The composer didn’t
remember them either!
 Everybody took Friday off. The boss took Friday off too!
 Everyone fell asleep during the speech. The master of ceremonies
fell asleep too!
 No one, including the teacher, could find a logical explanation for the
English expression.

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Unit 30

30.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

30.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

218,880 – 545,455 – 27,810 – 76,715 – 10,082 stop and check

646,330 – 691,989 – 841,111 – 3,596,233 – 1,082,444 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

30.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

30.4 Review of ordinal numbers and dates Go through a calendar month as follows:

Friday, the first. Saturday, the second. Sunday, the third. Monday, the
fourth. Tuesday, the fifth. Wednesday, the sixth. Thursday, the seventh.
Friday, the eighth. Saturday, the ninth, etc. until the 31st.

30.5 Review of dates (contd.) (Picture 28) Do columns 2 and 3 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

30.6 Review of telling time (Picture 23) Go through the picture once again.

30.7 Review: from...to Teacher: Phillip left for Omaha on the 11th and got back on the 17th.
since... Student: He was in Omaha for 6 days.
for... He was in Omaha from the 11th to the 17th.
ordinal numbers
Here are some scenarios:

Natasha to Scotland on 29th – now 31st – she’s still there

Luigi to Germany on 7th – back to Italy 12th
Pierre to Spain on 1st – now 10th – he’s still there.
Aki to Louisiana on 14th – back to Japan on 25th
Paula to Munich on 20th – now 30th – she’s still there.
Inés to Paris on 10th – back to Seville on 20th.
Nigel to New York on 12th – now 20th – he’s still there.

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30.8 Like vs. As I work as a teacher.... I work like a slave

The difference between “like” and “as” is not always as simple as the
example above indicates.

Like:
 Similar to (My job is like yours.)
 In the same way as + object pronoun (I work like him.)

As:
 a person’s profession or role (I work as a teacher.)
 In the same way as + subject + verb (I work as Peter does.)
 In the function of (As a hobby, fishing can be boring.)
 During the time that (As he approached, I realized who he was.)
(a medida que..., conforme...)

Note: Many people use “like” in the second rule under “as”. However,
“like” is grammatically incorrect in this case. Many years ago, there was a
famous TV commercial about Winston cigarettes. The slogan of the
commercial was:

“Winston tastes good like a cigarette should.”

Grammar experts from around the country protested, stating that the
slogan should be:

“Winston tastes good as a cigarette should.”

Teacher: The people did what they were told to do.

Student: The people did as they were told to do.

Cues:

 Marriage, in the sense that it’s an institution, is important for society.

 I do everything in exactly the same manner as Peter. (like)
 John is here to be the host of the party. In what capacity is he here?
 She’s acting similar to a child.
 Americans define democracy in the sense of “government by the
people”.
 During the time in which you get older, you will realize that I’m right.
 You only get an opportunity similar to this one once in a lifetime.
 In the function of a person, he’s a wonderful guy.
 In the function of a boss, he’s strict and demanding.
 Do what I tell you! (as)
 She worked similar to a slave to reach her present position.
 He worked in the job of computer specialist for three years.
 John left the firm last week. You know this very well (as you know...)

30.9 Review: There + to be Remind the students of “there is/are”, “There was/were”, “There will be”,
etc.

(Picture 93) Then, go to Picture 93 and go down the list of 10 conjugations, filling in
the left-hand column with the correct form. Here are the answers:

1. There is (it’s already given as an example)

2. There are
3. There was
4. There were
5. There will be
6. There’s going to be
7. There are going to be
8. There has been
9. There have been
10. There would be
11. There may or might be

When you’ve gone through the list in the affirmative, go back and go
through it again in the negative and interrogative (except the last one,
which doesn’t lend itself to the negative or interrogative.

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30.10 Translation booklet 2 – list 17 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 3 – lists 21 & 22 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

30.11 Review: So vs. Such Teacher: The plate is too hot to handle.
Student: The plate is so hot that I can’t handle it.
It’s such a hot plate that I can’t handle it.

Teacher: The man was very old. He couldn’t walk.

Student: The man was so old that he couldn’t walk.
He was such an old man that he couldn’t walk.

Use the above drill routine with the following ideas:

- The day is too cold for us to play tennis.

- The runner is too slow to win the race.
- The man is too short to play basketball.
- The exam is too long for me to finish on time.
- The steak is too tough for me to eat.
- The man is too fat to get into the car.
- The movie was very bad. I left in the middle.
- The meeting was very boring. I fell asleep.
- The suitcase was very heavy. I couldn’t carry it.
- The water was extremely cold. I couldn’t swim in it.
- Russian is very difficult. It took me 5 years to learn it.
- The bed was very hard. I couldn’t sleep on it.
- The man was very crazy. He played solitaire with only 25 cards.
- The day was beautiful. I decided to talk a walk.
- The course was difficult. I didn’t pass it.

30.12 Review: Let Introduce it as a synonym for “allow” or “permit”. Tell your students that in
common, everyday English, this verb is much more commonly used than
the other two. Finally, show them picture 71 so that they will remember,
(Picture 71) forever if possible, that “let” is never followed by “to”!

Have your students read out the seven short sentences in picture 71.

Now, have them restate the following sentences, using “let”. Promote
good intonation and naturalness in each sentence.

 Allow the children to go to the park.

 Allow her to do her job.
 Permit him to do what he wants.
 Why don’t you allow him to join the meeting?
 His wife doesn’t permit him to smoke at home.
 When are you going to allow us to do it ourselves?
 He never permits his secretary to open his mail.
 If you allow me to call him, I’ll get the order.
 Allow me to talk to him.
 If you allow the dog to go, it’ll run away.
 Permit me to make you an offer.
 Allow her to do it her way.
 He never allows his wife to handle the money.
 Allow me to use your pen for a moment please.
 They didn’t permit us to do it.

146
30.13 Present perfect vs. past How many times did you bring me here last week? And so far this week?
How many sand castles did you build last month? And so far this month?
How many floods were there in Spain last week? And so far this week?
How many car accidents did you have last month? And so far this month?
How many times did you come to class last week? And so far this week?
How many formal business plans did you draw up last week? And so far this week?
How many serious problems did you deal with last week? And so far this week?
How many times did you cut yourself last week? And so far this week?
How many important things did you do yesterday? And so far today?
How many times did you feel nauseous yesterday? And so far today?
How many offers were there last year to buy this company? And so far this year?
How many times did you get up before 5:00 a.m. last week? And so far this week?
How much money did you find in the street yesterday? And so far today?
How many times did you fly to France last year? And so far this year?
How many times did you fall down the stairs last week? And so far this week?

30.14 to be used to Explain simply that:

to get used to
to be used to = to be accustomed to
to get used to = to become accustomed to

Also explain that although the expression “accustomed to” is perfectly

good English, it is probably used only 1% of the time. The rest of the time
we use “used to”.

Pronunciation: Write on the board the following Spanish phonetic sound:

“iústu”
Explain that this is the proper pronunciation of “used to” when speaking.

Also, explain that when followed by a verb, the verb is always in the
gerund form: ...used to going...

Now, have your students convert the following sentences from

“accustomed to” to “used to”. Insist on proper intonation and
pronunciation:

Nigel is accustomed to living well.

Ronny is accustomed to asking his father for money.
It took me a long time to get accustomed to Spanish food.
Don’t worry. You’ll get accustomed to it.
I can’t get accustomed to married life.
Aki is getting accustomed to working in Louisiana.
You’ll understand me better once you get accustomed to my accent.
Phillip never gets accustomed to traveling in his job.
Nancy is accustomed to dealing with a lot of different people.
My sister is accustomed to decorating restaurants.
As soon as you get accustomed to the food, you’ll enjoy Spain.
How long did it take you to get accustomed to the Madrid accent?
If you’re not accustomed to the music, it sounds strange.
It took me a month to get accustomed to it.
I’m accustomed to working in a large organization.
I’m accustomed to the people here.
I’m accustomed to the food.
I’m accustomed to the management style.
I’m accustomed to the office atmosphere.
I’ve even got(ten) accustomed to my boss.
It took me a few years to get accustomed to everything.
But now I’m accustomed to the working culture here.

147
30.15 used to (past form) Some teachers think that this form should not be taught together with the
previous point, as they are entirely different concepts. However, I’ve
found that by teaching them together, students pay more attention to the
(Picture 72) differences (gerund vs. infinitive / habit vs. past activity).

A second important point: Spanish students often translate this

expression as “solía”, which is wrong. In English, we can say: “I used to
be a priest”. In Spanish, it’s impossible to say “Yo solía ser cura”.

The Spanish expression “solía” is translated as “usually + past verb”:

Yo solía ir a la playa en verano cuando era joven, pero a veces iba a la

montaña.
I usually went to the beach in the summer when I was young, but
sometimes I went to the mountains.

The expression “used to + infinitive” is translated into Spanish simply as

“antes + el verbo en pasado”:

I used to be a priest. Yo antes era cura.

I used to live in Wyoming. Yo antes vivía en Wyoming.

“Used to + infinitive” is a past form in which there is no time reference.

We can’t say in English: I used to live in Wyoming during the 70s

The only important thing we can extract from “used to” is that we no
longer are what we were or we no longer do what we did. “Used to” is
intimately related to “no longer” or “not anymore”.

As in the previous point, it’s vital to emphasize the correct pronunciation:

“iústu”
Second, it’s important to differentiate “used to + infinitive” from “to be used
to + gerund”. Show the difference on the blackboard and go through the
reading in Picture 72

PICTURE 72
Read it to your students, have them read it, and if you want, dictate it so
that they have it in writing in their notebooks too.

Now, here’s a short routine to practice the past form “used to”:

Teacher: Nigel doesn’t go to work every day like before.

Student: Nigel used to go to work every day.

 Ronny doesn’t live with his parents anymore.

 Ines doesn’t think about her boyfriend all the time like before.
 Pierre doesn’t work in the evenings in the Ministry anymore.
 Natasha doesn’t think it’s impossible to travel abroad anymore.
 Margaret Thatcher isn’t the Prime Minister of Great Britain anymore.
 Maradona isn’t the best football player in the world anymore.
 It doesn’t snow as often as it did before.
 He doesn’t smoke as much as he did before.
 Cat Stevens isn’t a rock star anymore.
 Mario Conde isn’t a famous banker anymore.

Remember: Insist on the pronunciation: iústu

148
30.16 Mastering the interrogative This is the fourth of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
I’ll contact him tomorrow morning. When will you contact him?
They’ll be here until 5:00 p.m. How long will they be here?
It takes 20 minutes to repair it. How long does it take to repair it?
He comes here because he likes the food. Why does he come here?
It rains here about twice a week. How often does it rain here?
He loses his voice at least twice a year. How often does he lose his voice?
He works with Mr. Smith. Who does he work with?
He’s from Toledo, Ohio. Where’s he from?
He comes to work by car. How does he come to work?
He listens to the classical music station. What radio station does he listen to?
They pay me 10 dollars a month. How much do they pay you?
He pays me once a month. How often does he pay you?
He’s tall, dark, and handsome. What does he look like?
He’s pleasant, intelligent, and hard-working. What is he like?
He shouts when he gets angry. What does he do when he gets angry?

30.17 Translation booklet 2 – list 18 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 3 – lists 23 & 24 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

30.18 Teacher & student reading aloud + questions First you read the passage. Then have each student read it. Finally ask
the questions following the passage.

PICTURE 73 (Aki Morita) When the students read, correct them at all times and insist on intonation
and good pronunciation.

30.19 Negative questions - review Do the following routine:

Teacher: I am going to say sentences and you simply ask me why, in a complete
question.

TEACHER STUDENT
He wasn’t chosen for the job. Why wasn’t he chosen for the job?
He wasn’t informed of the problem. Why wasn’t he informed of the problem?
She wasn’t invited to the party. Why wasn’t she invited to the party?
She wasn’t given an opportunity. Why wasn’t she given an opportunity?
I wasn’t selected for the position. Why weren’t you selected for the position?
I wasn’t a member of the team. Why weren’t you a member of the team?
I wasn’t here yesterday. Why weren’t you here yesterday?
There wasn’t a party last night. Why wasn’t there a party last night?
There weren’t any job offers last week. Why weren’t there any job offers last week?
There isn’t a solution to that problem. Why isn’t there a solution to that problem?
There aren’t any girls at the party. Why aren’t there any girls at the party?
I don’t need their help. Why don’t you need their help?
I don’t go see her anymore. Why don’t you see her anymore?
I don’t know what to do. Why don’t you know what to do?
I don’t have enough time. Why don’t you have enough time?

149
30.20 Would rather This is an easy and fun form to teach. For the sake of simplicity, tell your
students that it’s the equivalent of “would prefer to”. Explain that “would
To be worth prefer to” is a little more formal and “would rather” is a more informal and
spontaneous. Remind your students that “would rather” is NEVER
followed by “to”.

Several of the teacher questions below are followed by the teacher asking
“why” after the students’ answers. This “why” is to elicit the expression “to
be worth”.

Teacher questions:

Would you rather live in Paris or in Rome?

be poor in Spain or rich in Greenland?
have a million dollars or a million pounds? Why?
work for a Spanish company or a multinational?
own a Picasso or a Sorolla? Why?
be a famous inventor or a famous musician?
be blind or deaf?
be able to turn invisible or fly like Peter Pan?
work as a policeman or as a fireman?
be ugly and rich or attractive and poor?
have your own business or work in a large company?
be a millionaire or speak perfect English?
be an English teacher or computer programmer?
be an eagle or an elephant?
be a heavy smoker or a heavy drinker?
have a kilo of gold or a kilo of diamonds? Why?

30.21 To be worth Although there is a preview of this expression in the previous point, take
the time now to write it on the board and explain it.

In Spanish, the verb “valer” is “to be worth”. However, it is often used as a

synonym of “it costs”: “Apples are worth 80 pesetas a kilo”.

Explain that in English, “to be worth” describes intrinsic value, not the
price or the cost. Give the following example:

A wedding ring may cost $100. Now the material it is made from is
probably worth less than $20. However, for many people who are happily
married, a wedding ring can be worth much, much more than $100.

Ask the students the following true-false questions. Have your students
answer “true” or “false” followed by a restatement of the sentence.

A good secretary is worth her weight in gold. True or false?

A Porsche is worth much more than its price. True or false?
Learning English is worth the effort. True or false?
Getting a university degree is worth the time and effort. True or false?
Knowing English perfectly is worth more than having a university degree.
True or false?
A kilo of gold is worth more than a kilo of platinum. True or false?
An emerald is worth more than a ruby. True or false.
Good health is worth more than a large fortune. True or false?
A new Renault is worth more than a 10-year old Ferrari. True or false?
A bird in hand is worth more than two in the bush. True or false?

30.22 “It’s worth it” Have your students respond to your request for their recommendation.
“It’s not worth it”
I’m planning to spend half a million pesetas to learn Turkish.
I’m going to spend 100,000 pesetas on a French correspondence course.
I’m going to divorce my wife/husband and marry a movie star.
I’m going to give up teaching and become a civil servant.
I’m going to learn ballroom dancing. (baile de salón)

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30.23 Translation booklet 2 – list 19 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 3 – lists 25 & 26 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

30.24 Regular verbs in past & present perfect Go through the second column again of picture 44 and say the verb in
the present tense. Then the student must say it in the past form and in the
present perfect. Insist on the best pronunciation possible. Example:
( Picture 44)
Teacher: Every day I ask.
Pronunciation of endings Student: Yesterday I asked. Lately I’ve asked. (askt)
Teacher: Every day I check.
Student: Yesterday I checked. Lately I’ve checked. (checkt)

Go all the way down the second column

30.25 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

forget have keep let

get hit know lose
give hear lead make
go hold leave mean
grow hurt lend meet

Routine:

Teacher: Every day I forget.

Student: Yesterday I forgot. Lately I’ve forgotten.
Etc.

30.26 ...don’t have to Teacher: It’s not obligatory for us to wear ties.
...didn’t have to Student: We don’t have to wear ties.
...won’t have to
Cues:

 It wasn’t necessary for them to go there.

 It’s not necessary for her to sign the document.
 It won’t be necessary for Phillip to go to Omaha.
 It’s not mandatory for the children to wear a uniform.
 It’s not necessary for there to be a happy ending.
 It’s not obligatory for him to have a car.
 It wasn’t necessary for her to have her I.D.
 It won’t be necessary for us to go there after all.
 It’s not necessary for Natasha to buy the ticket.
 It’s not necessary for him to do anything if he doesn’t want to.

30.27 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 74 (Pierre Monet) When the students read, correct them at all times and insist on intonation
and good pronunciation.

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Unit 31

31.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

31.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

880,812 – 455,545 – 36,119 – 87,816 – 11,410 stop and check

330,646 – 257,764 – 969,890 – 4,658,291 – 2,375,524 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

31.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

31.4 Review of ordinal numbers and dates Go through a calendar month as follows:

Saturday, the first. Sunday, the second. Monday, the third. Tuesday, the
fourth. Wednesday, the fifth. Thursday, the sixth. Friday, the seventh.
Saturday, the eighth. Sunday, the ninth, etc. until the 31st.

31.5 Review of dates (contd.) (Picture 28) Do columns 4 and 5 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

31.6 Review of telling time (Picture 23) Go through the picture once again.

31.7 Review: from...to Teacher: Phillip left for Omaha on the 11th and got back on the 17th.
since... Student: He was in Omaha for 6 days.
for... He was in Omaha from the 11th to the 17th.
ordinal numbers
Here are some scenarios:

Natasha to Scotland on 29th – now 31st – she’s still there

Luigi to Germany on 7th – back to Italy 12th
Pierre to Spain on 1st – now 10th – he’s still there.
Aki to Louisiana on 14th – back to Japan on 25th
Paula to Munich on 20th – now 30th – she’s still there.
Inés to Paris on 10th – back to Seville on 20th.
Nigel to New York on 12th – now 20th – he’s still there.

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31.8 The past or 3rd conditional Go back to the beggar story (point 28.9) and remind your students of the
three conditionals:

(Picture 75) Future: If I have a coin, I’ll give it to the beggar.

Present: Sorry Mr. Beggar. If I had a coin, I would give it to you.
Past: If I had had a coin, I would have given it to the beggar.

Show how the past conditional is formed:

If + subject + past perfect, subject + past conditional

Picture 75: Go through each sentence, pointing out the standard format
of each sentence... how it never changes in the sense of “if” + subject +
“had” + participle (comma), subject + “would have” + participle.

By the way, some Americans, including famous rock groups like

“Chicago”, say: If I would’ve known...” or similar. This is a grammatical
aberration and must be avoided. “Chicago” can be forgiven... they have
poetic license. You cannot be forgiven if you tend to make this mistake.

Here are some direct questions to ask:

 Would you have come to this class if your English had been perfect?
 Would Spain have joined the European Union if it had been located
in the Far East?
 If you had won the Christmas lottery last year, would you have given
me half of your winnings?
 If you had grown up in Japan, would you have become fluent in
Japanese?
 If Germany had won the Second World War, would you have taken
German classes when you were younger?
 If Columbus hadn’t discovered America, would someone else have
discovered it?
 If Franco had lived until he was 100, would he have continued as
chief of state?

31.9 Past conditional (contd.) Here is a logical conclusion exercise like the one used for the present or
2nd conditional. The teacher makes a statement and the student draws a
logical conclusion within the past conditional form.

Teacher: I came to Spain because I wanted to learn Spanish.

Student: If you hadn’t wanted to learn Spanish, you wouldn’t have
come to Spain.

Cues:

 I came to Spain because I didn’t have a good job in my country.

 I came to Spain because my parents weren’t ill.
 I came to Spain because I didn’t have a girl/boy friend in my country.
 I came to Spain because I was looking for adventure.
 I became an English teacher because I spoke perfect English.
 I married my wife/husband because I loved her/him.
 Hitler lost the war because he invaded the Soviet Union.
 Franco died because he was very old.
 Columbus discovered America because he had money from Spain.
 God punished Cain because he killed his brother.
 Noah built an ark because God told him it was going to rain.
 Moses took the Jews to Israel because they weren’t happy in Egypt.
 I began teaching English because I needed money.
 I corrected you during the last class because you made some
mistakes.
 I didn’t buy a yacht last year because I didn’t win the lottery.
 I didn’t kill my boss yesterday because I didn’t have a gun.
 Phillip didn’t fight in the Vietnam War because he wasn’t old enough.
 Ronny didn’t call his father because he didn’t need any money.

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31.10 Review: it takes... how long does it take... How long does it take to make an orange juice?
How long does it take to make a dress?
How long does it take to change a light bulb?
How long does it take to fill a bathtub?
How long does it take to boil an egg?
How long does it take to eat 10 lamb chops?

How long does it take you to get dressed in the morning?

How long does it take you to prepare a presentation?
How long does it take you to get to work every morning?

How long did it take you to complete your university degree?

How long did it take you to find your first job?

How long has it taken you to reach your present English level?
How long has it taken you to reach your current position in the company?

Ask me how long it takes to fly from New York to London. (7 hrs.)

Ask me how long it takes me to prepare an English class.

Ask me how long it took me to learn Spanish.

Ask me how long it took me to learn how to teach English.
Ask me how long it took me to get here today.

31.11 I wish... Expressions in English like “I wish I had more free time” convey a sense
of exasperation or lack of control over events.

Students often confuse it with “I hope”, an expression which offers

possibility. “I wish” contains no possibility. It’s a pessimistic or even
fatalistic expression. Students think of the expression in Spanish “ojalá”,
but this can be either “wish” or “hope” depending on its usage:

Ojalá sepa la respuesta = I hope I know the answer.

Ojalá supiera la respuesta = I wish I knew the answer.

Teaching this point is very easy because it is almost identical to the

present and past conditional.

Similarity to present conditional: I don’t know the answer.

I wish I knew the answer.

Similarity to past conditional: I didn’t know the answer.

I wish I had known the answer.

However, there is one aspect that tarnishes the total grammatical logic of
this expression. It is when we use “would” for a momentary wish:

“I wish it would rain”

as opposed to:

“I wish it rained more often here”

In any case, here is an easy routine that works quite well:

Teacher: It’s a pity he doesn’t speak English. (or “It too bad he...)
Student: I wish he spoke English.

Cues:

 It’s a pity they can’t come to the party.

 It’s a shame I’m not rich.
 It’s too bad they lost the match.
 It’s a pity he doesn’t know how to repair the machine.
 It’s a shame there aren’t more opportunities.
 It’s too bad there isn’t a solution to this problem.
 It’s a pity he lost his I.D.
 It’s a shame there weren’t any tickets left.
 It’s too bad they gave up so soon.
 It’s a pity he couldn’t attend the concert. (could have / had been able to)
 It’s a shame she’s not working with him anymore. (still)

154
31.12 I wish (contd.) This routine is more difficult for students to grasp and to understand,
mainly because it’s a very typical English way of speaking that has no real
equivalent in Spanish. I’m speaking of sentences like:

I don’t, but I wish I did

Teacher: Do you earn a million dollars a year?

Student: No, I don’t, but I wish I did.

Cues:

 Does Spain have oil reserves? (petroleum)

 Can you turn invisible?
 Is gasoline cheap in Spain?
 Did you win the Christmas lottery last year?
 Is today Friday?
 Can you speak English perfectly?
 Are you planning to take the next two weeks off?
 Is Spain the richest country in the world?
 Are there a lot of excellent jobs available in the market?
 Is there an easy way to get rich?

31.13 Translation booklet 2 – list 20 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 3 – lists 27 & 28 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

31.14 Review: past perfect (by way of “after”) Teacher: I had a coffee. Then I felt better.
Student: I felt better after I had had a coffee.

Cues:

 I spoke to him. After that I felt more confident.

 I looked for it for two days. Then I found it.
 I spent three days preparing for the meeting. Then it was canceled.
 He lived with her for 20 years. Then he left her.
 He saw at least 20 different cars. Then he bought an Opel.
 I spoke to him for 10 minutes. Then I realized who he was.
 He asked her for a date at least 20 times. Finally she accepted.
 She finished the job. Then she left.
 I took the exam seven times. I finally passed it.
 He called the ministry six times. He finally got through.

31.15 Review: I want you to... Teacher: His desire is for his children to be happy in life.
They want us to... Student: He wants his children to be happy in life.
Etc.
Cues:

 My desire is that the Spanish government lower taxes.

 Phillip’s desire is for his son to win the championship.
 Their desire is that we study the report carefully.
 What is your desire that I do?
 What is your desire that I say?
 When is it in your interest that I start?
 It’s my desire that Spain assume a strong role in international affairs.
 Why is it in your interest that I do that?
 What time is it in your interest that I be there?
 My desire is for everyone to enjoy the party.

155
31.16 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 76 (François Monet) When the students read, correct them at all times and insist on intonation
and good pronunciation.

31.17 ever - never Drill work The following is a list of questions that you should ask your students. All the questions
ask about things that your students have never done or things that have never
happened. Elicit the negative with “never”. Insist on the contraction “I’ve” or “he’s” or
“it’s”, etc.

When did you last sleep under a bridge?

When was the last time to spoke to someone about the current problems in Tanzania?
When did you last spend a pleasant day in Sacramento, California?
When did you last spend the night with an attractive movie star?
When was the last time you stole money from the company safe?
When was the last time it took you an hour to wash your hair?
When was the last time you took someone to a Slovakian restaurant?
When did you last teach someone how to operate a printing press?
When did you last tell someone to commit suicide?
When was the last time you were able to get to work in only five minutes?
When did you last think about the social problems in Lithuania?
When did you last think about investing in the Algerian stock market?
When was the last time there was a volcanic eruption in the Madrid area?
When did you last understand German perfectly?
When did you last understand the opposite sex perfectly?
When did you last wake up in a crystal palace?
When was the last time it took you three hours to find a parking place?
When was the last time you wore something made in Alaska?
When did you last wear a pink tie?
When did you last win the first prize in the Christmas lottery?

31.18 The passive voice Go down Picture 77 slowly and carefully, helping your students
understand the passive voice and convert the active voice sentences into
the passive form. Here are the passive forms to elicit:
(Picture 77)
1. It’s being done now.
2. It’s done every day.
3. It was being done when I arrived.
4. It was done yesterday.
5. It can be done.
6. It will be done tomorrow.
7. When is it going to be done?
8. It’s been done.
9. It would be done if there were more money.
10. It would have been done if there had been more money.
11. It may be done today, but I’m not sure.
12. It may have been done yesterday, but I’m not sure.
13. It must be done!
14. It has to be done!
15. It should be done as soon as possible.
16. It must have been done.
17. It should have been done.
18. It could have been done. It’s not impossible to do.

This exercise is designed to introduce the passive voice in all verb tenses.
It is an introductory point only. Later points will dwell on the most common
usages of the passive voice.

In any case, it’s good to tell your students that both in writing and when
speaking, it’s advisable to use the active voice (subject + verb).

156
31.19 Simple passive voice Have your students convert the following sentences from the active to the
passive voice, inserting “by”.

 Christopher Columbus discovered America.

 A Spanish industrial group owns the company.
 Oswald killed Kennedy.
 Phillip will do the job.
 A construction company will build the house.
 A 12-year old boy is beating the champion. (in chess)
 The committee has selected three candidates.
 The chairman will preside the meeting.
 A taxi driver took the boy to the hospital.
 A cooperative manages the factory.
 The manager’s secretary wrote the letter.
 A substitute teacher taught the class.
 A secret benefactor donated the money.
 The copilot flew the plane.
 Almost everyone forgot the meeting.

31.20 Regular verbs in past & present perfect Go through the third column of picture 44 and say the verb in the present
tense. Then the student must say it in the past form and in the present
Lately perfect. Insist on the best pronunciation possible. Example:

(Picture 44) Teacher: Every day I accept.

Student: Yesterday I accepted. Lately I’ve accepted (akseptid)
Teacher: Every day I act.
Pronunciation of endings Student: Yesterday I acted. Lately I’ve acted. (actid)

Go all the way down the third column

31.21 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

say ring send speak

pay it rises set spend
put run shut stand
quit see sit steal
read sell sleep take

Routine:

Teacher: Every day I say.

Student: Yesterday I said. Lately I’ve said.
Etc.

31.22 Translation booklet 2 – list 21 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 3 – lists 29 & 30 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

31.23 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 78 (Li Tong) When the students read, correct them at all times and insist on intonation
and good pronunciation.

157
31.24 The verb “to get” Spanish people have a fear of “get”, thinking that it’s all-pervasive and
confusing at the same time. Your job is to “demythify” it.

As a simple verb, “to get” has three meanings:

to obtain: I got my hunting license last year.

to receive: I got a letter from my sister yesterday.
to fetch: Can you get that pen for me please?

Then we have the very important phrasal verb “to get to”. This verb is a
synonym of “to arrive”, but it only can mean “arrive” if the destination is
included:

When did they get there.

I got to the office at 8:00 a.m.
Etc.

The form “get to” as “arrive” always includes “to” before the destination
except when the destination is “here”, “there”, “home”, or “back”:

I got to the office

I got to the stadium
I got here
I got there
I got home
I got back at 3:00 p.m.

Another frequent usage of “to get” is in the sense of “to be able to”:

- When will we get to meet the new general manager?

Finally, tell your students that the rest of the usages of “get” are either
phrasal verbs, requiring a preposition, which we will see further on in later
units, or what in Spanish are usually reflexive verbs. Here are examples
of this latter case:

Casarse to get married Perderse to get lost

Cansarse to get tired Hacerse daño to get hurt
Ponerse enfermo to get sick or ill Deprimirse to get depressed
Empeorarse to get worse Emborracharse to get drunk
Ponerse mejor to get better Organizarse to get organized
Ponerse oscuro to get dark Aburrirse to get bored
Ensuciarse to get dirty Ponerse celoso to get jealous
Enfadarse to get angry Asustarse to get scared
Irritarse to get irritated Engordar to get fat
Levantarse to get up Ponerse grande to get big
Confundirse to get confused Disgustarse to get upset
Ponerse triste to get sad Enriquecerse to get rich
Lesionarse to get injured Ponerse duro to get hard
Vestirse to get dressed Mojarse to get wet
Secarse to get dry Traspapelarse to get misplaced

Here are some questions you can ask:

Do you get sick when you travel? Are you getting tired of me?
What time do you get dressed? Do you get bored easily?
Is your English getting better? Do you get tired easily?
Does your car get dirty in bad weather? Is this class getting harder?
Do you get upset with me in class? Do you get depressed easily?
Do you get scared in the dark? Is the climate getting drier?
When did you get married? Are you getting fat?
Do you get jealous easily? Do you get angry often?
Did a fax get misplaced yesterday? Do you get confused when
Do you need to get more organized? there are a lot of changes?
Did you get lost in Madrid last week? What times does it get dark?
Did you get injured in an accident When did you get married?
yesterday? How often do you get drunk?
Do you get sad when you hear sad What time do you get up?
stories? Would you like to get rich?
Did you get hurt playing football last Did you get wet yesterday
week?

158
31.25 Short answer drill and listening Students should answer the following questions with a short answer (Yes,
comprehension exercise I do... No, it’s not... Yes, there should... etc.).

No question has any relation whatsoever with the one that follows it. In
addition, many of the questions are absurd. This makes it more difficult for
the students to understand the questions, which converts the drill into not
only a short-answer drill but a good listening exercise as well.

Ask the following questions, eliciting a short answer:

Will it rain at least once during the next 12 months?

Do women generally live longer than men?
Do I live in Spain?
Can you understand me when I speak slowly?
Would you get angry with me if I told you a funny joke?
Have there been a lot of thunderstorms lately?
Is the queen of England a British citizen?
Do we know each other?
Does the president of the United States live in Boston?
Can Madonna speak English?
Did it snow very often in Sweden last winter?
Will I be your English teacher for the next 30 years?
Have you and I been sitting here for more than one minute?
Was it raining last night when you went to bed?
Would the King of Spain call you personally if you were ill?
Are there really ghosts in the castles in Scotland?
Should the Communist Party be prohibited?
Are there any castles in the United States?
Was Sofia Loren born in Italy?
Has the King of Spain ever spoken to you personally?

31.26 Translation booklet 2 – list 22 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 3 – lists 31 & 32 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

31.27 Review: present or 2nd conditional The following routine continues our review of the present conditional.

Teacher: I teach English because I need money.

Student: If you didn’t need any money, you wouldn’t teach.

If you don’t understand this routine, He drinks because he’s unhappy.

go back to point 29.21, where you She seldom dances because her husband doesn’t know how to dance.
will find an explanation on I don’t call you because I don’t need your services.
how to do it. I rent my house because I don’t have enough money to buy it.
She doesn’t understand my problems because she doesn’t work.
I smoke because I’m nervous.
He has a liver problem because he drinks too much.
My car is wet because it’s raining.
I pay you because you work for me.
I don’t pay you because you don’t work for me.
I know him because he’s my neighbor.
I wear a watch because I need to know the time.
He’s not in prison because we can’t catch him.
I can’t do it because I’m not an expert.
He can’t find a good job because he doesn’t speak English.

159
Unit 32

32.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

32.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

215,550 – 460,716 – 47,809 – 99,919– 12,220 stop and check

313,430 – 527,886 – 901,157 – 5,825,911 – 3,767,415 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

32.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

32.4 Review of ordinal numbers and dates Go through a calendar month as follows:

Sunday, the first. Monday, the second. Tuesday, the third. Wednesday,
the fourth. Thursday, the fifth. Friday, the sixth. Saturday, the seventh.
Sunday, the eighth. Monday, the ninth, etc. until the 31st.

32.5 Review of dates (contd.) (Picture 28) Do columns 1 and 2 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

32.6 Review of telling time (Picture 23) Go through the picture once again.

32.7 Review: from...to Teacher: Phillip left for Omaha on the 11th and got back on the 17th.
since... Student: He was in Omaha for 6 days.
for... He was in Omaha from the 11th to the 17th.
ordinal numbers
Here are some scenarios:

Natasha to Scotland on 29th – now 31st – she’s still there

Luigi to Germany on 7th – back to Italy 12th
Pierre to Spain on 1st – now 10th – he’s still there.
Aki to Louisiana on 14th – back to Japan on 25th
Paula to Munich on 20th – now 30th – she’s still there.
Inés to Paris on 10th – back to Seville on 20th.
Nigel to New York on 12th – now 20th – he’s still there.

160
32.8 Translation booklet 2 – list 23 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 3 – lists 33 & 34 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

32.9 Review: Still – yet – already – anymore There are two scenes depicted in picture 61, a man going up the stairs
and a painter painting a portrait. If you are not familiar with how to use the
(Picture 61) picture, go back and base this routine on point 24.19.

32.10 Review: Still – yet – already – anymore Picture 62 expands on Picture 61. Go back to point 24.19 and 24.20 if you
need to review the routine.
(Picture 62)

32.11 Regular verbs in past & present perfect Go through the first column again of picture 44 in the following way,
insisting on the proper pronunciation of the endings in the past and
participle forms:
( Picture 44)
Teacher: Every day I agree.
Student: Yesterday I agreed. Lately I’ve agreed.
Pronunciation of endings Teacher: Every day I allow.
Student: Yesterday I allowed. Lately I’ve allowed.

Go all the way down the first column

32.12 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

teach win break choose

tell write bring come
throw become build it costs
understand begin buy cut
wear blow catch deal with

Routine:

Teacher: Every day I teach.

Student: Yesterday I taught. Lately I’ve taught.
Etc.

32.13 The uncle routine (on the following page)

Like the sister routine in point 29.11, the “uncle routine” is designed to firm up and discipline your students’
use of:

 3rd person singular in present simple tense (the “s” in the affirmative)
 “does” as the auxiliary in 3rd person present simple interrogative
 Indirect or reported speech
 Grammatical dexterity in general

In addition, if you use it properly, the routine will reinforce your control over the class and test your students’
skill at responding with ease and agility.

Read through the routine on the next page and learn it well before doing it with your students.

161
32.14 Teacher: María, tell Paco to ask me if I have an uncle.
María: Paco, ask the teacher if he has an uncle.
Paco: Do you have an uncle?
Teacher: What does Paco want to know?
María: He wants to know if you have an uncle.
Teacher: Yes, I do. Paco, tell María to ask me where he lives.
Paco: María, ask the teacher where his uncle lives.
María: Where does your uncle live?
Teacher: Paco, what does María want to know?
Paco: She wants to know where your uncle lives.
Teacher: He lives in San Antonio, Texas. Now, María, tell Paco to ask me if he’s married or single.
María: Paco, ask the teacher if his uncle is married or single.
Paco: Is your uncle married or single?
Teacher: María, what does Paco want to know?
María: He wants to know if your uncle is married or single.
Teacher: He’s married. Now, Paco, tell María to ask me if my uncle lives with his wife.
Paco: María, ask the teacher if his uncle lives with his wife.
María: Does your uncle live with his wife?
Teacher: Paco, what does María want to know?
Paco: She wants to know if your uncle lives with his wife.
Teacher: No, he doesn’t. Now María, tell Paco to ask me why he doesn’t live with his wife.
María: Paco, ask the teacher why his uncle doesn’t live with his wife.
Paco: Why doesn’t your uncle live with his wife?
Teacher: Paco, what does María want to know?
Paco: She wants to know why your uncle doesn’t live with his wife.
Teacher: Because he lives out on the ranch and she lives in the house in town. Now, María, tell Paco what my uncle does out
on the ranch.
María: Paco, ask the teacher what his uncle does out on the ranch.
Paco: What does your uncle do out on the ranch?
Teacher: María, what does Paco want to know?
María: He wants to know what your uncle does out on the ranch?
Teacher: He looks after his business. Now Paco, tell María to ask me what kind of business he has.
Paco: María, ask the teacher what kind of business his uncle has.
María: What kind of business does your uncle have?
Teacher: Paco, what does María want to know?
Paco: She wants to know what kind of business your uncle has.
Teacher: He has an irrigation business. He sells irrigation equipment. Now María, tell Paco to ask me who he sells the
equipment to.
María: Paco, ask the teacher who is uncle sells the equipment to.
Paco: Who does your uncle sell the equipment to?
Teacher: María, what does Paco want to know?
María: He wants to know who your uncle sells the irrigation equipment to.
Teacher: He sells the equipment to cotton farmers in west Texas. Now, Paco, tell María to ask me if my uncle has a lot of money.
Paco: María, ask the teacher if his uncle has a lot of money.
María: Does your uncle have a lot of money.
Teacher: Paco, what does María want to know?
Paco: She wants to know if your uncle has a lot of money.
Teacher: I don’t know, but he has a lot of cars. María, tell Paco to ask me how many cars he has.
María: Paco, ask the teacher how many cars his uncle has.
Paco: How many cars does your uncle have?
Teacher: María, what does Paco want to know?
María: He wants to know how many cars your uncle has.
Teacher: He has four cars: a Mercedes, a Cadillac, a Volkswagen Golf, and a dune buggy. Now, Paco, tell María to ask me what
a dune buggy is.
Paco: María, ask the teacher what a dune buggy is.
María: What’s a dune buggy?
Teacher: Paco, what does María want to know?
Paco: She wants to know what a dune buggy is.
Teacher: It’s a special vehicle for driving fast over sand dunes, on a wild beach or in the desert. Now, María, tell Paco to ask
me why he needs four cars.
María: Paco, ask the teacher why his uncle needs four cars.
Paco: Why does your uncle need four cars?
Teacher: María, what does Paco want to know?
María: He wants to know why your uncle needs four cars.
Teacher: He doesn’t. They’re his toys. Now, Paco, tell María to ask me how old my uncle is.
Paco: María, ask the teacher how old his uncle is.
María: How old is your uncle?
Teacher: Paco, what does María want to know?
Paco: She wants to know how old your uncle is.
Teacher: He’s 78 years old. Now, María, tell Paco to ask me why a 78-year old man needs toys.
María: Paco, ask the teacher why a 68-year old man needs toys.
Paco: Why does a 68-year old man need toys?
Teacher: María, what does Paco want to know?
María: He wants to know why a 78-year old man needs toys.
Teacher: Because he wasn’t able to play with toys like these when he was a young man. Now, Paco, tell María to ask me why
he wasn’t able to play with toys like these when he was a young man.
Paco: María, ask the teacher why his uncle wasn’t able to play with toys like these when he was a young man.
María: Why wasn’t your uncle able to play with toys like these when he was a young man?
Teacher: Paco, what does María want to know?
Paco: She wants to know why your uncle wasn’t able to play with toys like these when he was a young man.
Teacher: Because he got married when he was 18, went to the war in the Pacific when he was 19, contracted a tropical disease
in New Guinea, spent three years in bed, and returned to Texas needing to find a job and start working.
THE END

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32.15 Look – Look like Seem – Seem like “like” is not used when the verb is followed by an adjective. “Like” is used
Taste – Taste like Sound – Sound like when it is followed by a noun or noun clause.
Feel – Feel like Smell – Smell like
Have your students answer the following questions in the complete form:

Do I look English? Do roses smell good?

Do I look like an English teacher? Do they smell like perfume?
Do I look like an actor/actress? Does perfume smell good?
Do I look distinguished? Does it smell like cologne?
Do I look sad?
Do I look like a relative of yours? Does my English sound strange?
Does it sound like British English?
Do I seem happy? Does German sound hard?
Do I seem like a carefree person? Does it sound like French?
Do I seem irritable to you? Does my Spanish sound funny?
Do I seem like an difficult person? Does it sound like native Spanish?

Does cocido taste good? Do you feel good today?

Does it take like fabada? Do you feel like a new person?
Do tomatoes taste good? Do you feel sleepy at night?
Do they taste like oranges? Do you feel like a number in this
Does water taste the same company?
everywhere? Do you feel tired now?
Do it taste like wine? Do you feel like going home?

32.16 Translation booklet 2 – list 24 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 3 – lists 35 & 36 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

32.17 How is Paula? Theoretical explanation:

What is Paula like?
What does Paula look like? “How are you” asks about your disposition right now.
“What are you like” asks about your personality and general nature.
“What do you look like” asks about your physical features.
(Past pictures of all the characters)
As an example, ask your students the following questions:

1) I want you to go to the airport to pick up a man who is arriving by

plane. You’ve never seen the man in your life, but I know him well.
What question do you ask me before going to the airport? (What
does he look like?).
2) I tell you that starting next week you will have a new boss who is
coming to work here from Canada. I know him very well, but you
know nothing about him and you are worried about having a new
boss. What do you ask me about him? (What is he like?).

Now, go back in the picture book to pictures of the characters (Phillip,

Nancy, Michael, Paula, Nigel, Luigi, etc.). Ask questions like the following:

Teacher: Look at this picture. How is Natasha today in your opinion?

Student: She’s fine.
Teacher: What’s she like?
Student: She’s pleasant... fun... active... etc.
Teacher: What does she look like?
Student: She’s tall, blonde, and attractive.

Find pictures of other characters and ask questions similar to the ones
above.

Finally, here are a few more questions you can ask:

What is the Spanish president like? What was Franco like?

What does he look like? What did he look like?
What is the King like? What was Albert Einstein like?
What does he look like? What did he look like?

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32.18 Review: There + to be Remind the students of “there is/are”, “There was/were”, “There will be”,
etc.

(Picture 70) Then, go to Picture 70 and go down the list of 10 conjugations, filling in
the left-hand column with the correct form. Here are the answers:

12. There is (it’s already given as an example)

13. There are
14. There was
15. There were
16. There will be
17. There’s going to be
18. There are going to be
19. There has been
20. There have been
21. There would be
22. There may or might be

When you’ve gone through the list in the affirmative, go back and go
through it again in the negative and interrogative (except the last one,
which doesn’t lend itself to the negative or interrogative.

32.19 Review: There has been Ask the following questions:

There have been
Have there been any tornadoes in Madrid this year?
Has there been an explosion in this building this year?
Have there been any important problems in the office today?
Has there been a crisis in the office today?
Have there been any serious traffic accidents in Madrid this month?
Has there been a religious holiday this month?
Have there been any problems with the computer system this week?

32.20 Phrasal verbs: To look + preposition To look at To fix your vision on

To look for To search for
This point, and other similar points that To look up To consult in a dictionary or directory
appear further on, cover different phrasal To look into To investigate, or of course, to peer into something
verbs. I have only included the most To look over To review
relevant ones, leaving out those that To look around To visually scan the area around you
I consider slightly less common or To look through To review, or to leaf through the pages of a book or
considerably more difficult to remember magazine
and master. To look after To take care of

Use the following two routines to practice these phrasal verbs:

Routine one:

Teacher: Does he always look at his watch?

Student: Yes, he always looks at it.
Focused translation booklet 3 contains a
wealth of sentences based on relevant The student must insert the pronoun in the proper place.
phrasal verbs employed within very common
spoken usages. Cues

Is she looking for her brother?

Do I have to look up the word?
Is he going to look into the matter?
Are you going to look over the report?
Do you always look around the room when you enter?
Did you look through those reports that I send you?
Does she look after her children?

Routine 2:
Teacher: I can’t look at the pictures now.
Student: Don’t worry, I’ll look at them for you.

Cues:
I can’t look for my wallet now.
I can’t look into that question right now.
I can’t look over the presentation yet.
I can’t look around the house now.
I can’t look through the slides now.
I can’t look after my children now.

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32.21 Present perfect vs. past How many apple pies did you eat last month? And so far this month?
How many times did you go to a five-fork restaurant last month? And so far this month?
How many important meetings were there in this room yesterday? And so far today?
How much money did you give me last month? And so far this month?
How many times did you go the U.K. last year? And so far this year?
How much did the company sales grow last year? And so far this year?
How many headaches did you have last week? And so far this week?
How many funny jokes did you hear yesterday? And so far today?
How much money did you hide under your bed last year? And so far this year?
How many times did you hit me last month? And so far this month?
How many bomb threats were there here last month? And so far this month?
How many times did you hurt my feelings last week? And so far this week?
How many times did you keep me waiting last week? And so far this week?
How many armies did you lead into battle last year? And so far this year?
How many times did you leave Spain on business last month? And so far this month?

32.22 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 79 (Luigi Barghini) When the students read, correct them at all times and insist on intonation
and good pronunciation.

32.23 Mastering the interrogative This is the fifth of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
She visits her sister when she finishes What does she do when she finishes work?
work.
I read the newspaper when I get to work. What do you do when you get to work?
He takes an aspirin when he has a What does he do when he has a headache?
headache.
He has headaches about once a month. How often does he have headaches?
We went to the restaurant last Saturday. When did you go to the restaurant?
I lost my money in the casino. Where did you lose your money?
I was at home last night. Where were you last night?
I was watching TV last night at 10 p.m. What were your doing last night at 10 p.m.?
I was with Pepe last night. Who were you with last night?
They were at the party for 2 hours. How long were they at the party?
I spent 100 dollars on gasoline. How much did you spend on gasoline?
He came to see me yesterday afternoon. When did he come to see you?
We won seven matches. How many matches did you win?
They lost two games. How many games did they lose?
I made only two mistakes. How many mistakes did you make?

32.24 Review: was/were born How old was your father when you were born?
Ask me how old my father was when I was born.

Continue asking about the ages of different family members when one or
another member was born. Especially ask about yourself, as this forces
the students to use “were” and “was” in the same question (How old were
you, when your brother was born?).

165
32.25 Review: To last First ask questions in the present tense and insist on correct
pronunciation. It’s tough for students to say “it lasts”, because there is a
(in present and past tense) double “s” sound.

How long does the news last on television?

How long does a movie last?
How long does this class last?
How long does a telephone conversation usually last?
How long does your lunch break last?
How long does your coffee break usually last?
How long does a meeting usually last in your department?
How long does a pack of cigarettes usually last?
How long does a video game usually last?
How long does an opera last?
How long does your summer vacation usually last?
Etc.

Now the past tense:

How long did the Second World War last? (6 years)

How long did the 100 Years War last?
How long did the Spanish Civil War last? (3 years)
How long did the American Civil War last? (4 and a half years)
How long did our previous class last?
How long did Christopher Colmbus’ first voyage last? (month & a half)
How long did the Roman Empire last? (700 years, including Republic)
How long did your last meeting last?
How long did the First World War last? (4 years)
Etc.

Now in other tenses:

How long will this class last the next time you come here?
How long would the class last if we cut 15 minutes off class time?
How long would the Second World War have lasted if Hitler had died in
1940?
How long has this class lasted so far?
How long would a weekend last if Friday were also a holiday?

32.26 Review: To know how to This should be a quick and easy review, but necessary. Spaniards always
tend to leave out “how” in this expression, so go through the following
routine, adding as much to it as you want:

Tell Paco to ask me if I know how to sing like an opera star.

Tell Paco to ask me if I know how to maneuver an airplane.
Tell Paco to ask me if I know how to turn lead into gold.
Tell Paco to ask me if I know how to fix broken watches.
Tell Paco to ask me if I know how to calculate investment projects.
Tell Paco to ask me if I know how to deactivate bombs.
Tell Paco to ask me if I know how to train dogs.
Tell Paco to ask me if I know how to program robots.
Etc.

32.27 other people Spaniards, regardless of their level, have terrible problems saying “other
people”. They tend to say “another people” or “others people”, etc.

Teacher: Not all people enjoy art.

Student:. True. Some people enjoy art and other people don’t.

Not all people are self-employed.

Not all people are interested in learning languages.
Not all people work exclusively for money.
Not all people have breakfast at home.
Not all people are extroverted.
Not all people were brought up in a healthy environment.
Not all people manage their money well.
Not all people appreciate the qualities in others.

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Unit 33

33.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

33.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

847,218 – 998,793 – 66,401– 78,227 – 15,550 stop and check

789,987 – 339,671 – 510,110 – 6,938,132 – 4,878,880 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

33.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

33.4 Review of ordinal numbers and dates Go through a calendar month as follows:

Monday, the first. Tuesday, the second. Wednesday, the third. Thursday,
the fourth. Friday, the fifth. Saturday, the sixth. Sunday, the seventh.
Monday, the eighth. Tuesday, the ninth, etc. until the 31st.

33.5 Review of dates (contd.) (Picture 28) Do columns 3 and 4 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

33.6 Review of telling time (Picture 23) Go through the picture once again.

33.7 Review: from...to Teacher: Phillip left for Omaha on the 11th and got back on the 17th.
since... Student: He was in Omaha for 6 days.
for... He was in Omaha from the 11th to the 17th.
ordinal numbers
Here are some scenarios:

Natasha to Scotland on 29th – now 31st – she’s still there

Luigi to Germany on 7th – back to Italy 12th
Pierre to Spain on 1st – now 10th – he’s still there.
Aki to Louisiana on 14th – back to Japan on 25th
Paula to Munich on 20th – now 30th – she’s still there.
Inés to Paris on 10th – back to Seville on 20th.
Nigel to New York on 12th – now 20th – he’s still there.

167
33.8 Negative questions - review Teacher: I am going to say sentences and you simply ask me why.

TEACHER STUDENT
I don’t like working here. Why don’t you like working here?
I don’t want to do it. Why don’t you want to do it?
He doesn’t need your help. Why doesn’t he need my help?
He doesn’t care about what happens to Why doesn’t he care about what happens to
us. us?
He doesn’t like her. Why doesn’t he like her?
It doesn’t rain there in the summer. Why doesn’t it rain there in the summer?
It doesn’t seems fair. Why doesn’t it seem fair?
It doesn’t take long to do it. Why doesn’t it take long to do it?
They don’t come here very often. Why don’t they come here very often?
They don’t show their feelings. Why don’t they show their feelings?
They don’t believe in ghosts. Why don’t they believe in ghosts?
I can’t do it. Why can’t you do it?
They can’t hear us. Why can’t they hear us?
I can’t go to the party with you. Why can’t you go to the party with me?
She can’t play on our team. Why can’t she play on our team?

33.9 Translation booklet 2 – list 25 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 4 – lists 1 & 2 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

33.10 Phrasal verbs: To turn + preposition To turn on To switch on, to activate the electricity
To turn off To switch off, to deactivate the electricity
This point, and other similar points that To turn up (1) To increase the volume
appear further on, cover different phrasal To turn up (2) To show up or to appear for a gathering
verbs. I have only included the most To turn down (1) To decrease the volume
relevant ones, leaving out those that To turn down (2) To reject
I consider slightly less common or To turn out To finish as a final result or outcome
considerably more difficult to remember To turn into To transform into or to become
and master. To turn over To change something from face up to face down.
To turn around To change something from facing you to facing the
other way or vice-versa.

Use the following two routines to practice these phrasal verbs:

Routine one:
Teacher: Does he always turn on the radio?
Student: Yes, he always turns it on.
Focused Translation Booklet 3 contains a
wealth of sentences based on relevant The student must insert the pronoun in the proper place.
phrasal verbs employed within very common
spoken usages. Does she always turn off the television manually?
Did she turn up the volume?
Did María turn up for the class?
Did Michael turn down the radio himself?
Did the company turn down your offer?
Did the interview turn out okay?
Did the prince turn into a frog?
Did the cook turn over the omelette?
Did Superman turn around to show you his cape?

Routine 2:
Teacher: I can’t turn on the radio now.
Student: Don’t worry, I’ll turn it on for you.

I can’t turn off the TV now.

I can’t turn over the omelette now.
I can’t turn down the volume now.
I can’t turn up the radio now.
I can’t turn around printer now.

168
33.11 Most people This is the use of “most” as “the majority of”
Most books
Most companies In general, you can say that “most + noun” is the indefinite way to say “the
Etc. majority of”, while “most of the + noun” is the definite way. Example:

Indefinite: Most people own a car.

Definite: Most of the people in this company own a car.

The indefinite form can often be used as well in the definite context:

Most people in this company own a car.

However, the opposite is not possible. We cannot make a generalization

saying: “Most of the people own a car”, because the natural response
would be “Most of the people where...?”

Routine:

Simply tell your students that you’re going to ask questions about the
habits of Spanish people. The students must answer in the affirmative or
the negative with “most”. Examples:

Teacher: Do most people in Spain live in cities?

Student: Yes, most people in Spain live in cities.

Teacher: Do most people in Spain drink wine every day?

Student: No, most people in Spain don’t drink wine every day?

More questions: (You can expand enormously beyond these questions).

Do most people in Spain smoke?

earn more than 3 million pesetas a year?
go to mass every Sunday?
watch football matches on TV?
own a house in the country?
speak English?
buy a newspaper on Sundays?
pay taxes?
Etc.

Are most people in Spain married?

content with their income?
in favor of the European Union?
supporters of Real Madrid?
taller than you?
Etc.

Do most women in Spain wear flowers in their hair?

work?
cook well?
handle the family finances?
Etc.

33.12 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 80 (Paula Eisenbach) When the students read, correct them at all times and insist on intonation
and good pronunciation.

33.13 Most of the time Ask questions like the following:

What do you spend most of the time doing at your desk?

doing at home in the evening?
doing when you’re on vacation?
doing on Sundays?
when you go out in the evenings?

169
33.14 Regular verbs in past & present perfect Go through the second column again of picture 44 and say the verb in
the present tense. Then the student must say it in the past form and in the
present perfect. Insist on the best pronunciation possible. Example:
( Picture 44)
Teacher: Every day I ask.
Pronunciation of endings Student: Yesterday I asked. Lately I’ve asked. (askt)
Teacher: Every day I check.
Student: Yesterday I checked. Lately I’ve checked. (checkt)

Go all the way down the second column

33.15 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

do feel get hear

drink fight give hold
drive find go hit
eat fly grow hurt
fall forget have keep

Routine:

Teacher: Every day I do.

Student: Yesterday I did. Lately I’ve done.
Etc.

33.16 Other / another / the other / etc. The teacher says the following sentences in the singular and the students
puts them in the plural.

Teacher: Show him the other book.

Student: Show him the other books.

Cues:

 I don’t want this tape. I want another tape.

 I don’t want this picture. I want the other one.
 Another opportunity will come.
 There’s another person waiting to see you. (some other people)
 I’m looking for another idea. (some other ideas)
 Can’t you find another solution? (any other solutions)
 Where’s the other one?

Note: Make sure your students pronounce “some other...” properly.

Spaniards tend to say: “son other” instead of “some other”. They have
trouble liking the “m” with a subsequent vowel.

33.17 Which one The object of this exercise is to teach expressions like “the blue ones are
the blue ones Felipe’s” or “the ones in the bottom left corner are Teresa’s”, etc.
the one in the top left corner
Etc. Here is part of the routine. You need to continue expanding on it:

Which pencils are Felipe’s, the blue ones or the green ones?
(Picture 81) And the ones in the opposite corner?
Whose are the ones in the bottom right corner?
Are the ones in the center of the picture Sam’s or Nancy’s?
Which ones are Nancy’s, the ones on the right or on the left?
Where are the red ones?
Which ones are Bruno’s?
Whose pencils are the ones in the bottom left corner?
Are Sherry’s the ones on the left side or on the right side of the picture?
Etc.

Note: Once you’ve said “pencil” once, you should only use the pronoun
“one” or “ones” from then on.

170
33.18 Review: It takes me... It took me... Etc. First, have one student ask another (or you) the following questions:

Ask Paco how long it takes him to:

This is a repetition of point 29.10 wake up? fall asleep at night? wash your hair?
get ready for work? write a memo? get to work?
prepare coffee? access the internet? go home after work?

Ask Paco how long it takes to:

fly to Paris? lose 10 kilos? pay for a house?
drive to Bilbao? cook paella? build a house?
learn a language? peel an orange? walk a kilometer?

Ask Paco how long it took him to:

learn his job? get his degree? get dressed today?
come here today? find his first job? learn to read?
learn Spanish? go home yesterday? furnish his house?

Ask Paco how long it will take him to:

go home today? become rich? reach the top job here?
learn English? answer this question? learn the irregular verbs?
pay for his house? reach retirement age? come to work tomorrow?

33.19 Make vs. Do It’s difficult for Spaniards to know when to use one or the other. In many
cases, it’s simply necessary for them to memorize the cases. You can
state that, in general, to “make” means to fashion or fabricate while to “do”
means to perform or carry out. But there are so many exceptions that it’s
wise simply to resort to memorization. Here is a list of the most common
uses. Go over the list with your students, asking questions containing the
expressions. This point will reappear later as review and reinforcement.

Focused Translation Booklet 1, lists 15 and Do Make

16, contain 50 sentences with “make”
and “do. To do a job To make the bed
To do a favor To make a change
To do business To make a choice
To do nothing To make a decision
To do something to make a discovery
To do exercises To make a fortune
To do homework To make arrangements
To do housework To make a list
To do better To make noise
To do your best To make a living
To do a crossword puzzle To make a mistake
To do research to make a phone call
To do an investigation To make a promise
To do the shopping To make a request
To do wonders To make a speech
To do a lot of damage to To make an announcement
To do the dishes To make an effort
To do the washing To make an appointment
To make preparations
To make trouble
To make an offer
To make an excuse
to make an impression

33.20 Translation booklet 2 – list 26 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 4 – lists 3 & 4 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

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33.21 ever - never Drill work The following is a list of questions that you should ask your students. All the questions
ask about things that your students have never done or things that have never
happened. Elicit the negative with “never”. Insist on the contraction “I’ve” or “he’s” or
“it’s”, etc.

When did you last win an archery contest?

When did you last write a letter to the president of Spain?
When did you last write a report on the influence of gypsies on the Mexican economy?
When was the last time you did something for the Zambian ambassador?
When was the last time you went to the Zambian embassy?
When were you last in a Malaysian pub?
When was the last time you became ill from eating almonds?
When did you last begin work at 5:00 am.
When was the last time you blew up a bridge?
When did you last bring a gun to class?
When did you last build a house with your own hands?
When did you last buy a Persian rug for your bathroom?
When did you last catch a train to Copenhagen?
When did you last choose a Canadian woman as your personal assistant?
When was the last time you came here by limousine?
When was the last time a Rolls Royce cost less than a refrigerator?
When did you last deal with an Arab stockbroker?
When was the last time you did business with a Russian vodka dealer?
When was the last time you drove my car?
When did you last drink 10 liters of water in one day?

33.22 Should have Teacher: I’m sorry I went there.

Shouldn’t have Student: Yes, you shouldn’t have gone there.

 I’m sorry I didn’t call her.

 I’m sorry I did that
 I’m sorry he saw it.
 I’m sorry I stole it.
 I’m sorry I let him read the letter.
 I’m sorry I said that.
 I’m sorry I gave it to them.
 I’m sorry they heard it.
 I’m sorry I came.
 I’m sorry I broke it.
 I’m sorry I began so late.
 I’m sorry I wrote to him.
 I’m sorry I lost it.
 I’m sorry I took her there.
 I’m sorry I threw it away.
 I’m sorry I chose him for the job.
 I’m sorry I didn’t drive there myself.
 I’m sorry I didn’t keep it.
 I’m sorry I didn’t hold a meeting on that subject.
 I’m sorry I didn’t fly there.
 I’m sorry she fell in love with him.
 I’m sorry I didn’t tell her the truth.
 I’m sorry I didn’t lend him the money.
 I’m sorry I didn’t have my agenda with me.
 I’m sorry I didn’t deal with the chairman himself.
 I’m sorry I didn’t think about the repercussions.
 I’m sorry I didn’t wear a tie.
 I’m sorry I didn’t pay in cash.
 I’m sorry I didn’t bring my mobile phone.
 I’m sorry I didn’t speak to him about the matter.
 I’m sorry I didn’t sleep a little on the plane.
 I’m sorry I didn’t come by car.
 I’m sorry I kept the money.
 I’m sorry I made that mistake.
 I’m sorry I didn’t do him a favor.
 I’m sorry I didn’t make a better offer.
 I’m sorry I didn’t make a better impression.
 I’m sorry I didn’t do business with them.

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33.23 Translation booklet 2 – list 27 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 4 – lists 5 & 6 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

33.24 May have Teacher: I don’t know if he went there or not.

Student: He may have gone there, but I’m not sure.

 I don’t know if they saw him or not.

 I don’t know if she give it to him or not.
 I don’t know if he heard the news or not.
 I don’t know if they forgot it or not.
 I don’t know if they came here or not.
 I don’t know if he was with her or not.
 I don’t know if he wrote the letter or not.
 I don’t know if he ate the apple or not.
 I don’t know if she chose my candidate or not.
 I don’t know if they took him to the hotel or not.
 I don’t know if he went there alone or not.
 I don’t know if she flew there or not.
 I don’t know if they sold it or not.
 I don’t know if the business grew last year or not.
 I don’t know if he broke the record or not.
 I don’t know if they were introduced or not.
 I don’t know if they met each other or not.
 I don’t know if she kept the money or not.
 I don’t know if he stole the money or not.
 I don’t know if they began on time or not.
 I don’t know if it cost the same or not.
 I don’t know if they threw it away or not.
 I don’t know if they sent the letter or not.
 I don’t know if he had it or not.

33.25 Must (logical conclusion) Teacher: He has a Rolls Royce.

Student: He must be rich.

 They live in small apartment in the worst part of the city.

 She always wears expensive jewelry.
 He’s carrying suitcases and calling a taxi to go to the airport.
 The computer doesn’t work and is making a strange noise.
 I can see smoke coming out of the chimney of that house.
 Whenever I call him, they tell me he’s in Paris.
 He goes to the doctor constantly.
 He’s extremely fat.
 She has a beautiful office on the top floor of the company.
 He drinks at least three whiskeys before boarding a plane.
 He’s the most knowledgeable person in Spain on literature.
 She’s never sober.

33.26 Could have Teacher: They didn’t take advantage of the opportunity to go there.
Student: They could’ve gone there, but they didn’t.

 She didn’t take advantage of the opportunity to see him.

 They didn’t take advantage of the opportunity to do it.
 He didn’t take advantage of the opportunity to break the record.
 She didn’t take advantage of the opportunity to make the effort.
 He didn’t take advantage of the opportunity to write the speech.
 They didn’t take advantage of the opportunity to fight the decision.
 She didn’t take advantage of the opportunity to hold the meeting.
 He didn’t take advantage of the opportunity to meet the girl.
 He didn’t take advantage of the opportunity to choose the candidate.

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33.27 Translation booklet 2 – list 28 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 4 – lists 7 & 8 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

33.28 Indirect questions (word order) Have your students answer the following questions in complete
sentences: (That is: Yes, I know what time it is)

Do you know what time it is?

Do you know where I live?
Do you know who I am?
Does the president of Spain know who you are?
Do you know what time your boss gets up?
Do you know where you were last night at 10 p.m.?
Do you know where you were born?
Do I know where you’re from?
Do I know why you take English classes?
Do you know what time it was when I got up this morning?
Do you know what I did last night?
Do you know where my father was born?
Do you know what my sister does for a living?
Do you know why I’m here?
Do you know why I teach?
Do you remember what time it was when I got here?
Do you know where Tafalla is? (in Navarra)
Ask me if I know who Adolfo Suarez is. (1st democratic president)
Ask me if I know where he was born. (in Cebreros – Avila)
Ask me if I know how long he was president. (1976-81)
Ask me if I know how many children he has. (3)
Ask me if I know who succeeded him. (Calvo Sotelo)
Ask me if I know what he does now. (?)

33.29 Short answer drill and listening Students should answer the following questions with a short answer (Yes,
comprehension exercise I do... No, it’s not... Yes, there should... etc.).

No question has any relation whatsoever with the one that follows it. In
addition, many of the questions are absurd. This makes it more difficult for
the students to understand the questions, which converts the drill into not
only a short-answer drill but a good listening exercise as well.

Ask the following questions, eliciting a short answer:

Did you and I speak to each other in English last week?

Could most German people read and write 20 years ago?
Would it be a good idea if you received an electric shock each time you
made an English mistake?
Is there an elephant in this room?
Could it be dangerous to drink two liters of Coke every day?
Do I treat you respectfully in class?
Could Marilyn Monroe sing like an opera star?
Can a jumbo jet fly around the world without refueling?
Should I say “thank you” when people help me?
Is Pancho Villa dead?
Can the Pope speak several languages?
Could you and I play poker if we had a deck of cards?
Were the Beatles born in Great Britain?
Should you devote more time to studying English?
Was Christopher Columbus born near the Mississippi River?
Has the weather been extremely cold lately?
Do you have breakfast with me every morning?
Can you and I drink 10 bottles of whiskey in one hour?
Will the Queen of Spain die someday?
Have the Chinese ever declared war on Portugal?

174
Unit 34

34.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

34.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

220,170 – 780,616 – 47,747– 32,911 – 12,612 stop and check

140,888 – 118,410 – 262,527 – 4,564,228 – 8,312,253 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

34.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

34.4 Review of ordinal numbers and dates Go through a calendar month as follows:

Tuesday, the first. Wednesday, the second. Thursday, the third. Friday,
the fourth. Saturday, the fifth. Sunday, the sixth. Monday, the seventh.
Tuesday, the eighth. Wednesday, the ninth, etc. until the 31st.

34.5 Review of dates (contd.) (Picture 28) Do columns 5 and 1 on picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

34.6 Review of telling time (Picture 23) Go through the picture once again.

34.7 Review: from...to Teacher: Phillip left for Omaha on the 11th and got back on the 17th.
since... Student: He was in Omaha for 6 days.
for... He was in Omaha from the 11th to the 17th.
ordinal numbers
Here are some scenarios:

Natasha to Scotland on 29th – now 31st – she’s still there

Luigi to Germany on 7th – back to Italy 12th
Pierre to Spain on 1st – now 10th – he’s still there.
Aki to Louisiana on 14th – back to Japan on 25th
Paula to Munich on 20th – now 30th – she’s still there.
Inés to Paris on 10th – back to Seville on 20th.
Nigel to New York on 12th – now 20th – he’s still there.

175
34.8 Translation booklet 2 – list 29 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 4 – lists 9 & 10 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

34.9 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 82 (Nancy Johnson) When the students read, correct them at all times and insist on intonation
and good pronunciation.

34.10 Review: present or 2nd conditional The following routine continues our review of the present conditional.

Teacher: I teach English because I need money.

Student: If you didn’t need any money, you wouldn’t teach.

If you don’t understand this routine, She enjoys her job because she meets a lot of interesting people.
go back to point 29.21, where you He doesn’t like his job because he doesn’t deal with interesting matters.
will find an explanation on Michael is tall because his father is tall.
how to do it. He’s successful because he doesn’t make mistakes.
His progress is slow because he doesn’t go to class very often.
I don’t leave home before 6:00 because the sun doesn’t rise before 6:00.
People can’t read my writing because I don’t write clearly.
He feels sleepy all day because he doesn’t sleep much at night.
I buy the newspaper every day because it doesn’t cost much.
He doesn’t earn a good commission because he doesn’t sell many cars.
His office is full of papers because he never throws away old documents.
She doesn’t have an income because she doesn’t have a job.
He’s very thin because he doesn’t eat much.
She doesn’t learn much because she doesn’t make an effort.
He’s here because he’s my brother.

34.11 As long as These are the two most common ways of saying “on the condition that”.
Provided (that) The first way (as long as) is the more everyday expression. The second is
slightly more formal.

Teacher: I will do it only if you support me.

Student1: I will do it as long as you support me.
Student 2: I will do it provided you support me.

 I will go there only if you come with me.

 He’ll pay for it only if there is a proper invoice.
 I’ll write the report only if you promise to sign it.
 I’ll call the meeting only if at least 10 managers attend.
 I’ll fly there only if you pay for my accommodations.
 I’ll arrange the party only if you promise to stay sober.
 I’ll teach the class only if you pay me in advance.
 I’ll make the offer only if you back it up with technical support.

34.12 Review of “unless” Go back to the same examples in the previous point and have your
students rework the sentences as follows:

Teacher: I’ll do it only if you support me.

Student: I won’t do it unless you support me.

176
34.13 Quite Quite = considerably
Quite a lot of Quite a lot of = a considerable amount or number of
Quite a few Quite a few = a considerable number of

Rather Rather = to a certain extent

Somewhat Somewhat = to a certain extent

“Quite a lot of” can be used for countables or uncountables

“Quite a few” can be used only for countables (plural nouns)

Ask the following questions:

Is it quite hot here in the summer or relatively cool?

Is your job quite complicated or rather simple?
Is English quite difficult for you or somewhat easy?
Do you have only a few problems in your job or quite a few problems?
Are you quite satisfied with your progress or rather disappointed?
Do you have quite a lot of free time or relatively little free time?
Is Michael Jordan quite tall or rather short for a basketball player?
Was Maradona quite short or somewhat tall for a football/soccer player?
Was Spencer Tracy quite handsome or rather ugly as an actor?
Are Spanish people quite talkative or somewhat reserved?
Are there quite a few Andalusians living in Catalonia or only a few?
Is the president of Spain quite old for his job or still relatively young?
Do you know quite a few people in public service or only a few?
Does the Pope speak quite a few languages or only a few?
Is this class quite stimulating or rather boring?

34.14 Review: Direct & indirect objects Go back to picture 41 (and point 11.18 if you wish).

Here we want to review direct and indirect objects when they are together
in their pronoun form. Example: He’s giving it to her, she’s showing them
(Picture 41) to him, etc.

The following provides a running start for you. You should be able to
handle the other scenes in Picture 41 without help, unless you want to go
back to point 11.18.

Denise & Michael:

Teacher: What is Denise doing?
Student: She is giving Michael a book.
Teacher: Is she giving it to him with her right hand or with her left hand?
Student: She is giving it to him with her right hand.
Teacher: Is she giving it to him in the living room or in the dining room?
Student: She’s giving it to him in the living room.
Teacher: Is Michael taking it from her with his right hand or left hand?
Student: He taking it from her with his left hand.

Nigel & Natasha:

Teacher: What is Nigel doing?
Student: He’s showing Natasha a telephone.
Teacher: What kind of telephone is he showing her?
Student: He’s showing her a mobile telephone (or cellular telephone)
Teacher: Is he showing it to her with his right or left hand?
Student: He’s showing it to her with his left hand?
Teacher: Is he showing to her in his office or in his house?
Student: He’s showing it to her in his office.

Ines & the shop assistant:

Phillip & Nancy:

Li Tong & the coworker:

Pierre & his wife:

177
34.15 Review: Direct & Indirect objects (contd.) Teacher: When did Phillip give the jewels to Nancy?
Student: He gave them to her yesterday.

Tell your students that they can use “yesterday”, “last week”, “last month”,
etc.

By the way, during this routine, you will probably need to remind your
students that in English, we say “sell to – buy from” and “give to – take
from”. In Spanish, they say “buy to” and “take to”

 When did Michael and Denise show the book to their mother?
 When did the woman hand the documents to Nigel?
 When did the workers deliver the merchandise to the inspector?
 When did your uncle sell his car to the Smith family?
 When did Natasha receive the ticket from her cousin?
 When did the parents take the toy from their daughter?
 When did you buy the computers from the dealer?
 When did the postman give the letters to the woman?

34.16 Translation booklet 2 – list 30 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 4 – lists 11 & 12 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

34.17 Phrasal verbs: To take + preposition To take up To occupy (space), to absorb (time)
To take off To ascend (a plane), to remove clothing
This point, and other similar points that To take out To extract, to remove, to invite out
appear further on, cover different phrasal To take over (for) To assume control of, to replace (someone)
verbs. I have only included the most To take care of To look after, to handle (a matter)
relevant ones, leaving out those that To take after To resemble in behavior
I consider slightly less common or To take back To return (something to someone or someplace)
considerably more difficult to remember To take down To dismount something from where it’s hanging
and master. To take apart To disassemble
To take on To assume (responsibility)

Routine one:

Teacher: Does he always take up a lot of your time?

Student: Yes, he always takes up a lot of my time. (no pronoun here)
Focused translation booklet 3 contains a
wealth of sentences based on relevant Where necessary, the student must insert the pronoun in the right place.
phrasal verbs employed within very common
spoken usages. Do they always take on extra tasks?
Does she always take back the books?
Does he always take care of the big problems?
Does she always take care of her neighbor’s kids?
Do they always take down the paintings when they leave on holiday?
Does the boy always take after his father?
Do you always take over for Phillip when he’s away?
Does the plane always take off at full power?
Does he always take his wife out to dinner on Saturdays?
Does the boy always take apart his toy cars?

Routine 2:
Teacher: I can’t take care of that matter now.
Student: Don’t worry, I’ll take care of it for you.

I can’t take off these tight boots.

I can’t take apart this complicated piece of machinery.
I can’t take over Phillip’s job while he’s away next week.
I can’t take my beautiful girlfriend out to the cinema tonight.
I can’t take down those picture today.
I can’t take these books back to the library today.

178
34.18 Review: There + to be Remind the students of “there is/are”, “There was/were”, “There will be”,
etc.

(Picture 70) Then, go to Picture 70 and go down the list of 11 conjugations, filling in
the left-hand column with the correct form. Here are the answers:

1. There is (it’s already given as an example)

2. There are
3. There was
4. There were
5. There will be
6. There’s going to be
7. There are going to be
8. There has been
9. There have been
10. There would be
11. There may or might be

When you’ve gone through the list in the affirmative, go back and go
through it again in the negative and interrogative (except the last one,
which doesn’t lend itself to the negative or interrogative.

34.19 There has been Ask the following questions, asking for a complete answer.
There have been
Have there been any tornadoes in Madrid this year?
Has there been an explosion in this building this year?
Have there been any important problems in the office today?
Has there been a crisis in the office today?
Have there been any serious traffic accidents in Madrid this month?
Has there been a religious holiday this month?
Have there been any problems with the computer system this week?

34.20 To meet vs. To know Who did you meet first, me or your boss?
So, who have you known longer? Why?

For the purposes of this point, When did you meet me?
“to meet” here is understood as How long had you known your wife/husband before you met me?
to make acquaintance with someone.
Do you know a lot of people?
Did you meet all of them in this company?

Do you know a lot of people?

Do you meet a lot of people every day?

Do you know people before or after you meet them?

Did you know me before you met me?

Did you know about me before you met me?

Do you know a lot of young people?

Do you meet a lot of young people in your job?

When you meet someone, what do you say? (pleased to meet you)
When you see someone you know, what do you say (good to see you)

34.21 To meet vs. To meet with Did you meet your boss last week?
Did you meet with your boss last week?

Here we are using “to meet with” Do you meet people every day?
in the sense of “to get together with” Do you meet with people every day?
for a formal or informal meeting.
Do you like to meet people?
Do you like to meet with people?

When did you meet your boss?

When did you last meet with your boss?

179
34.22 To meet (to arrange a point of encounter) Where do you meet people when you go to the airport to pick them up?

When you go out to dinner with friends, do you meet them at your house,
at theirs, or at the restaurant?

If this room is not available for the next class, where do you suggest we
meet?

I need to see you after work. Where do you suggest we meet?

When you get together with friends, where do you usually meet?

34.23 Translation booklet 3 – list 1 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 4 – lists 13 & 14 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

34.24 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 83 (Denise Johnson) When the students read, correct them at all times and insist on intonation
and good pronunciation.

34.25 Regular verbs in past & present perfect Go through the third column of picture 44 and say the verb in the present
tense. Then the student must say it in the past form and the participle
Lately form. Insist on the best pronunciation possible. Example:

(Picture 44) Teacher: Every day I accept.

Student: Yesterday I accepted. Lately I’ve accepted (akseptid)
Teacher: Every day I act.
Pronunciation of endings Student: Yesterday I acted. Lately I’ve acted. (actid)

Go all the way down the third column

34.26 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

know lose put it rises

lead make pay run
leave mean quit see
lend meet read sell
let say it rings send

Routine:

Teacher: Every day I know.

Student: Yesterday I knew. Lately I’ve known.
Etc.

34.27 Translation booklet 3 – list 2 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 4 – lists 15 & 16 from the students their equivalent in English. Go around the class one by
one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

180
Unit 35

35.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

35.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

117,770 – 990,119– 33,330 – 11,109 – 13,441 stop and check

867,354 – 298,785 – 454,887– 1,234,567 – 9,876,543 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

35.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

35.4 Review of ordinal numbers and dates Go through a calendar month as follows:

Wednesday, the first. Thursday, the second. Friday, the third. Saturday,
the fourth. Sunday, the fifth. Monday, the sixth. Tuesday, the seventh.
Wednesday, the eighth. Thursday, the ninth, etc. until the 31st.

35.5 Review of dates (contd.) (Picture 28) Do columns 2 and 3 in picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

35.6 Review of telling time (Picture 23) Go through the picture once again.

35.7 Review: from...to Teacher: Phillip left for Omaha on the 11th and got back on the 17th.
since... Student: He was in Omaha for 6 days.
for... He was in Omaha from the 11th to the 17th.
ordinal numbers
Here are some scenarios:

Natasha to Scotland on 29th – now 31st – she’s still there

Luigi to Germany on 7th – back to Italy 12th
Pierre to Spain on 1st – now 10th – he’s still there.
Aki to Louisiana on 14th – back to Japan on 25th
Paula to Munich on 20th – now 30th – she’s still there.
Inés to Paris on 10th – back to Seville on 20th.
Nigel to New York on 12th – now 20th – he’s still there.

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35.8 Present perfect vs. past How many times did you leave me a tip last week? And so far this week?
How much money did you lend me last month? And so far this month?
How many times did I let you leave the class early last week? And so far this week?
How much money did you lose in the casino last month? And so far this month?
How many train accidents were there in Madrid last week? And so far this week?
How many strange people did you meet yesterday? And so far today?
How many bills did you pay yesterday? And so far today?
How much money did you put on this table yesterday? And so far today?
How many financial reports did you read last week? And so far this week?
How many times did you ride a horse last month? And so far this month?
How many times did your telephone ring yesterday? And so far today?
How many times did the sun rise yesterday? And so far today?
How many Americans were there in your office yesterday? And so far today?
How many marathons did you run last year? And so far this year?
How many times did you say “hello” in English yesterday? And so far today?

35.9 To look forward to This expression has no equivalent in Spanish. However, Spaniards
usually learn it because they see it so often at the end of business letters
in English. What they don’t notice, though, is that the expression is
followed by the gerund: “I look forward to seeing you.

Explain that the expression means “to await with eagerness or healthy
anxiety” for the moment to arrive.

Ask the following questions or cues:

 When you were little, did you look forward to Christmas / 3 Kings’
Day?
 When you were young, did you look forward to starting school again
after the summer break?
 Are you looking forward to the coming weekend?
 When you were hired by this company, did you look forward to your
first day of work?
 Ask me if I looked forward to Christmas when I was a little boy/girl.
 Ask me if I looked forward to coming to Spain once I made the
decision to come here.
 Ask me if I always look forward to giving this class.
 Ask me if I look forward to getting up early tomorrow.
 Ask me if I’m looking forward to visiting my family next summer.

Routine:

Teacher: Nigel is anxious to visit his son.

Student: Nigel is looking forward to visiting his son.

 Natasha is anxious to go to Scotland.

 Aki isn’t anxious to move to Louisiana.
 Li is anxious to learn a lot of English in his new course.
 Nancy is anxious to work with Robert Redford.
 Paula is anxious to spend a few weeks in the Canary Islands.
 Roberto is anxious to start in Andersen Consulting.
 Karl is anxious to see Ana Barghini again.
 Pamela is anxious to go to the amusement park.
 Michael is anxious to play in the state tournament.
 Ines is anxious to get together with François.
 Phillip is anxious to spend a quiet weekend at home.

35.10 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 84 (Ronny Perkins) When the students read, correct them at all times and insist on intonation
and good pronunciation.

182
35.11 Translation booklet 3 – list 3 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 4 – lists 17 & 18 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

35.12 Phrasal verbs: To come + preposition To come in(to) To enter (from the viewpoint of someone already in)
To come out (of) To exit (from the viewpoint of someone outside)
This point, and other similar points that To come up (to) When someone approaches you to ask something.
appear further on, cover different phrasal To come up To arise in a conversation (a subject)
verbs. I have only included the most To come up with To supply what is needed or desired
relevant ones, leaving out those that To come back To return to the point of departure
I consider slightly less common or To come about To occur
considerably more difficult to remember To come out To end up... the outcome or result of an action
and master. To come down w/ To fall ill with
To come off To become unstuck or unglued
To come down to To be reduced to (a subject), to boil down to
To come in handy To turn out to be useful
To come to To amount to, to reach the total of (a price)
Come on! Encouragement to start or go, a pleading expression

Focused translation booklet 3 contains a Ask the following questions:

wealth of sentences based on relevant
phrasal verbs employed within very common  Who came into this room after you?
spoken usages.  Did a policeman come up to you in the street last week?
 Did the subject of your salary come up in your last meeting with your
boss?
 Did you come up with a good idea in the last meeting you attended?
 When did you come back from your last business trip?
 How did it come about that you joined this company?
 How did everything come out in your last meeting in English?
 Did you come down with the flu last year?
 Does a mobile phone come in handy at times?
 Do stamps come off easily once they are stuck on an envelope?
 If I charge you $5 for class and $5 for books, what does the total
come to?

35.13 Mastering the interrogative This is the sixth of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
He did it last night. When did he do it?
He did it because I paid him. Why did he do it?
Bronze is made from copper and tin. What is bronze made from?
I took Peter to the airport. Where did you take Peter?
I took Peter to the airport. Who did you take to the airport?
I gave him three hours of class. How many hours of class did you give him?
They lent me 100 dollars. How much did they lend you?
John Kennedy became president in 1960. When did John Kennedy become president?
The Second World War lasted 6 years. How long did the Second World War last?
The meeting lasted 3 hours. How long did the meeting last?
I was 23 years old when I met her. How old were you when you met her?
I was 8 years old when Kennedy was killed. How old were you when Kennedy was killed?
I came to Spain when I was 22 years old. How old were you when you came to Spain?
I came to Spain with a friend of mine. Who did you come to Spain with?
I spoke to Peter last night. Who did you speak to last night?

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35.14 Hope vs. Wait for vs. Expect Hope = To wish or desire that something will occur
Wait for = To be idle in expectation of something that will occur or that
should have occured
Expect = To foresee something or be certain that it will occur

Focused Translation Booklet 3, lists 7 and Since in Spanish, the same verb (esperar) is used in all three cases, it’s
8 contain 50 sentences comparing necessary to be more explicit.
“hope”, “expect”, and “wait for”.
Here are some sentences or situations that may help to illustrate the
difference. Read the sentences to your students.

1) I hope she’s not expecting a baby.

2) I expect that I’ll have to wait for him. He’s always late.
3) I hope you don’t have to wait very long.
4) The defendant is waiting for the jury to return with a verdict. He’s
hoping for the best, but he’s expecting the worst.
5) I’m expecting an important phone call from John in about 15
minutes. If he doesn’t call in 15 minutes, I’ll stay here and wait for the
call.
6) We’re waiting for them. We were expecting them 10 minutes ago,
but now we’re waiting.
7) I expect a lot from my people and I hope they expect a lot from me
too.
8) We were hoping to have a son, but now we know we’re expecting a
daughter.
9) I hope he doesn’t forget the appointment, but I expect he will.
10) I was hoping that we wouldn’t have to wait. Now I expect we’ll have
to wait quite a long time.
11) I don’t expect them to wait for me for more than 15 minutes.

Some questions:

 Do you hope that the company will raise your salary soon?
 Do you expect that the company will raise it soon?

 Do you expect an important phone call in the next few minutes?

 Are you waiting for a phone call now?

 Do you hope the weather is warm next weekend?

 Do you expect that the weather will be warm next weekend?

 Do you hope that Spain will win the next World Cup?
 Do you expect that Spain will win the next World Cup?

 Do you hope to improve your English a lot this year?

 Do you expect to improve your English a lot this year?

 Who do you hope will win the next elections?

 Who do you expect will win the next elections?

 What do you hope regarding the ozone?

 What do you expect regarding the ozone?

 What do you hope concerning world peace in the 21st century?

 What do you expect concerning world peace in the 21st century?

 Do you expect me to be here next week?

 Do you hope I come?

35.15 Translation booklet 3 – list 4 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 4 – lists 19 & 20 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

184
35.16 Review: I want you to... Teacher: His desire is for his children to be happy in life.
They want us to... Student: He wants his children to be happy in life.
Etc.
Cues:

 My desire is that the Spanish government lower taxes.

 Phillip’s desire is for his son to win the championship.
 Their desire is that we study the report carefully.
 What is your desire that I do?
 What is your desire that I say?
 When is it in your interest that I start?
 It’s my desire that Spain assume a strong role in international affairs.
 Why is it in your interest that I do that?
 What time is it in your interest that I be there?
 My desire is for everyone to enjoy the party.

35.17 Would you like me to...? This is a continuation the same structure as above, but with “would like”.

Teacher: Who can bring me the report?

Student: Would you like me to bring it to you?

Cues:

 Who can talk to Phillip about the problem?

 Who can explain this to me?
 Who can take me to the airport?
 Who can take these slides to Nancy?
 Who can deliver the merchandise to the Germans?
 Who can call Nigel?
 Who can buy a newspaper for me? (one)
 Who can help me with this report?
 Who can show me the figures?
 Who can convince Aki to go to Louisiana?

35.18 Phrasal verbs: To go + preposition To go in(to) To enter (from the viewpoint of someone outside)
To go out (of) To exit (from the viewpoint of someone inside)
This point, and other similar points that To go into To enter into an explanation about something.
appear further on, cover different phrasal To go away To disappear, to leave
verbs. I have only included the most To go up to To approach someone in order to ask a question
relevant ones, leaving out those that To go on To continue, not to stop, to pass (as time goes on)
I consider slightly less common or To go back To return to a previous destination
considerably more difficult to remember To go off To explode, to ring (an alarm clock)
and master. To go out To extinguish by itself, to go out for an evening
To go on strike To declare a strike and carry it out
To go over To review in search of errors, to rehearse
To go through To review in search of information, to be subject to

Focused translation booklet 3 contains a Ask the following questions:

wealth of sentences based on relevant
phrasal verbs employed within very common  Did you go into your boss’ office before he got to work?
spoken usages.  Did you go out of this room a few minutes ago?
 Did you go into a lot of detail in the last meeting you attended?
 Will a grease spot go away if you use baking soda? (bicarbonato)
 Will a fly go away if you try to blow on it?
 Did you go up to a policeman last week to ask a question?
 Does this class seem to go on forever?
 Did you go back to your house after you left home this morning?
 Did your alarm clock go off this morning?
 Did a bomb go off in this office last year?
 Did you go on strike last year?
 Did you go over a report last week written by a subordinate?
 Do you usually go over a presentation before giving it?
 Did you go through my CV before hiring me as a teacher?
 Did you go through a training course before taking over your job?
 Did you go though hard times before getting your present job?

185
35.19 Regular verbs in past & present perfect Go through the first column again of picture 44 in the following way,
insisting on the proper pronunciation of the endings in the past and
participle forms:
( Picture 44)
Teacher: Every day I agree.
Student: Yesterday I agreed. Lately I’ve agreed.
Pronunciation of endings Teacher: Every day I allow.
Student: Yesterday I allowed. Lately I’ve allowed.

Go all the way down the first column

35.20 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

set spend tell win

shut stand think write
sit steal throw become
sleep take understand begin
speak teach wear blow

Routine:

Teacher: Every day I set.

Student: Yesterday I set. Lately I’ve set.
Etc.

35.21 Negative questions - review Teacher: I am going to say sentences and you simply ask me why.

TEACHER STUDENT
They can’t afford a new car. Why can’t they afford a new car?
He can’t attend the university. Why can’t he attend the university?
There wasn’t a ticket for you. Why wasn’t there a ticket for me?
They’re not coming next week. Why aren’t they coming next week?
She’s not going to the university next Why isn’t she going to the university next
year. year?
He’s not interested in finding a job. Why isn’t he interested in finding a job?
He doesn’t need to work. Why doesn’t he need to work?
She doesn’t have to come with us. Why doesn’t she have to come with us?
I haven’t gone yet. Why haven’t you gone yet?

I haven’t spoken to her this week. Why haven’t you spoken to her this week?
They haven’t finished yet. Why haven’t they finished yet?
We haven’t seen them today. Why haven’t you seen them today?
She hasn’t decided yet. Why hasn’t she decided yet?
They haven’t reached an agreement Why haven’t they reached an agreement yet?
yet.
She hasn’t reached a conclusion yet. Why hasn’t she reached a conclusion yet?

35.22 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 85 (Michael Johnson) When the students read, correct them at all times and insist on intonation
and good pronunciation.

35.23 in charge of This expression means “actively responsible for”. It’s easy for Spaniards
because they have the same expression. However, it’s important to insist
on the correct pronunciation: phonetically – in “chárchaf”

Who’s in charge of sales here? Who’s in charge of training?

Who’s in charge of finance? Who’s in charge of personnel?
Who’s in charge of production? Who’s in charge of R&D?
Who’s in charge of computer systems? Who’s in charge of marketing?
Who’s in charge of security? Who’s in charge of accounting?
Etc. Etc.

186
35.24 It depends This is a very simple point. It is here only for purposes of pronunciation.

Have each student say at least 10 times the expression “It depends”.

Have them say it phonetically as follows: “idepéns”

If you don’t do this and then review it constantly, you will get tired of
hearing your students say: “It’s depend”.

Now have your students repeat after you the following sentences:

 It depends on you.
 It depends on me.
 It depends on the weather.
 It depends on several factors.
 It depends on which boss you ask.
 It depends a number of possibilities.
 It depends on which report you read.
 It all depends on you.

35.25 Review: It takes me... It took me... Etc. First, have one student ask another (or you) the following questions:

Ask Paco how long it takes him to:

This is a repetition of point 29.10 wake up? fall asleep at night? wash your hair?
get ready for work? write a memo? get to work?
prepare coffee? access the internet? go home after work?

Ask Paco how long it takes to:

fly to Paris? lose 10 kilos? pay for a house?
drive to Bilbao? cook paella? build a house?
learn a language? peel an orange? walk a kilometer?

Ask Paco how long it took him to:

learn his job? get his degree? get dressed today?
come here today? find his first job? learn to read?
learn Spanish? go home yesterday? furnish his house?

Ask Paco how long it will take him to:

go home today? become rich? reach the top job here?
learn English? answer this question? learn the irregular verbs?
pay for his house? reach retirement age? come to work tomorrow?

35.26 Planning to + infinitive This point is very important for Spanish learners of English. There are two
Thinking about + gerund very different expressions in Spanish that lead Spaniards to make
constant mistakes with the verb “to think”.

Spaniards will say: I think to call a meeting on that subject.

What they mean to say is: I’m planning to call a meeting on that subject.

So, here me must differentiate between:

Thinking about + gerund = considering the possibility of

Planning to + infinitive = intend to or plan to

Here are questions mixing the two forms:

 Are you thinking about going abroad on holiday next summer?

 Are you planning to go abroad on holiday next summer?

 Are you thinking about leaving this company?

 Are you planning to leave this company?

 Are you thinking about calling a meeting for tomorrow?

 Are you planning to call a meeting for tomorrow?

 Are you thinking about retiring next year?

 Are you planning to retire next year?

 Etc.

187
Unit 36

36.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

36.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

227,722 – 919,190– 47,857 – 32,430 – 17,170 stop and check

675,928 – 787,310 – 545,111 – 2,598,321– 8,795,714 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

36.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

36.4 Review of ordinal numbers and dates Go through a calendar month as follows:

Thursday, the first. Friday, the second. Saturday, the third. Sunday, the
fourth. Monday, the fifth. Tuesday, the sixth. Wednesday, the seventh.
Thursday, the eighth. Friday, the ninth, etc. until the 31st.

36.5 Review of dates (contd.) (Picture 28) Do columns 4 and 5 in picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

36.6 Review of telling time (Picture 23) Go through the picture once again.

36.7 Review: from...to Teacher: Phillip left for Omaha on the 11th and got back on the 17th.
since... Student: He was in Omaha for 6 days.
for... He was in Omaha from the 11th to the 17th.
ordinal numbers
Here are some scenarios:

Natasha to Scotland on 29th – now 31st – she’s still there

Luigi to Germany on 7th – back to Italy 12th
Pierre to Spain on 1st – now 10th – he’s still there.
Aki to Louisiana on 14th – back to Japan on 25th
Paula to Munich on 20th – now 30th – she’s still there.
Inés to Paris on 10th – back to Seville on 20th.
Nigel to New York on 12th – now 20th – he’s still there.

188
36.8 Translation booklet 3 – list 5 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 4 – lists 21 & 22 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

36.9 Phrasal verbs: To get + preposition To get in(to) To enter a smaller space making a physical effort
To get out (of) To exit a smaller space making a physical effort
This point, and other similar points that To get on To step onto something moving or higher
appear further on, cover different phrasal To get off To exit something moving or higher
verbs. I have only included the most To get to To arrive at
relevant ones, leaving out those that To get by To manage
I consider slightly less common or To get over To recover from
considerably more difficult to remember To get away from To put distance between yourself and something
and master. To get back To arrive back at the point of departure
To get through to To make contact by phone or similar
To get across To convey something so that it’s understandable
To get rid of To dispose of, to throw away
To get along with To have a good relationship with (American)
To get on with To have a good relationship with (British)
To get together To meet informally or socially
To get around To spread or extend (a rumor)

Focused translation booklet 3 contains a Ask the following questions:

wealth of sentences based on relevant
phrasal verbs employed within very common  Did you get into your car on the driver’s side or passenger’s side this
spoken usages. morning?
 Did you get out of your car in the middle of the street last week?
 Did you get into a big mess yesterday?
 Did you get on the bus last week?
 Did you get off the elevator when you got here?
 What time did you get to the office this morning?
 Do you know enough English to get by?
 Can you get by in Paris with your French?
 Is it easy or difficult to get by in Sweden if you know English?
 Do you get by okay with your current salary?
 How long does it take to get over the flu?
 How long does it take to get over a common cold?
 How long does it take to get over a broken heart?
 Do you need some free time to get away from the office?
 Is it important to get away from the office sometimes?
 Do you need to get away from the day-to-day business in order to
think long term?
 When did you get back from your last business trip?
 Did you get back in the morning or the afternoon?
 What time did you get back home yesterday after work?
 Do you have trouble getting through to the right person when you
call abroad?
 If I called you at the office, would it be easy or difficult for me to get
through to you?
 Do you have trouble getting your ideas across?
 Do you need to get your ideas across to a lot of people?
 Is it easy or difficult to get important ideas across to children?
 Is the company planning to get rid of you?
 Are there a few people in this company you’d like to get rid of?
 Have you ever had a cold that you simply couldn’t get rid of?
 Do you have a lot of old clothes at home you need to get rid of?
 Do you get along with your boss?
 Is it usually easy or difficult for you to get along with people?
 How do you get along with your brothers and sisters?
 Are you planning to get together with some friends next weekend?
 How often do you get together with relatives?
 Do rumors get around quickly in this company?
 How long does it take a rumor to get around in this company?

189
36.10 Short answer drill and listening Students should answer the following questions with a short answer (Yes,
comprehension exercise I do... No, it’s not... Yes, there should... etc.).

No question has any relation whatsoever with the one that follows it. In
addition, many of the questions are absurd. This makes it more difficult for
the students to understand the questions, which converts the drill into not
only a short-answer drill but a good listening exercise as well.

Ask the following questions, eliciting a short answer:

Would Madonna buy a wig if she lost all her hair?

Should the Pope try to help the poor?
Were you and I angry with each other last week?
Has the queen of England ever traveled in space?
Will the American people change their flag next year?
Could Pancho Villa ride a horse when he was alive?
Did Marilyn Monroe work in Hollywood?
Has it been especially hot recently?
Should cigarettes be prohibited?
Will the king of Spain invite you to his palace next week?
Should all of us try to be polite at all times?
Could I get up and leave this room if I wanted to?
Would plants die if the sun stopped shining?
Should a mother look after her children?
Will there be a party in this room tomorrow?
Was Pancho Villa Mexican?
Does Superman really exist?
Am I the most intelligent person in the world?
Do you and I hate each other?
Can you touch the ceiling without jumping?

36.11 Had better Explain to your students that “had better + infinitive” is an urgent form of
Had better not saying “should”. It implies threat or danger if the advice is not heeded.

Otherwise... Should = a recommendation, suggestion, or moral piece of advice

Had better = a strong warning, with negative consequences implied

(Pictures 86 – 87 – 88) Look at pictures 86, 87, and 88.

Have your students describe the pictures and elicit the following warnings:

 She’d better look after her child, because otherwise...

 She’d better spend more time watching her child and talk less on the
phone, because otherwise...
 She’d better not leave chairs on her terrace, because otherwise...
 She’d better stop talking and pay attention to her baby, because
otherwise...

 He’d better put on warm clothes, because otherwise...

 He’d better not go out in those summer clothes, because otherwise...
 He’d better check the weather before going out, because otherwise...

 He’d better pay attention to what he’s doing, because otherwise...

 He’d better watch out for that saw, because otherwise...
 He’d better stop joking with his coworkers, because otherwise...
 He’d better be careful, because otherwise...

 He’d better be more careful with his money, because otherwise...

 He’d better keep his money in a safer place, because otherwise...
 He’d better not carry so much money, because otherwise...
 He’d better not leave those bills in sight, because otherwise...

 He’d better look where he’s running, because otherwise...

 He’d better slow down, because otherwise...
 He’d better not run so fast, because otherwise...
 He’d better be careful, because otherwise...

 He’d better look to his right, because otherwise...

 He’d better not start crossing the street, because otherwise...
 He’d better be more careful, because otherwise...
 He’d better realize he’s in the U.K. and not in the States, because
otherwise...

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36.12 Translation booklet 3 – list 6 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 4 – lists 23 & 24 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

36.13 Review: “To be or not to be” “He told me to don’t go” – Spanish learners often say this. They’re seldom
taught the negative of the infinitive.

The negative of the infinitive Routine:

Teacher: Jimmy said to me: “Don’t open the window” What did he tell
me?
Student: He told you not to open the window.

Cues:
 The policeman said to me: “Don’t park in this area”. What did he tell
me?
 Aki asked his wife: “Please don’t cry”. What did he ask her?
 My boss said to me: “Don’t do that again!”. What did he tell me?
 The shopkeeper said to her: “Please don’t touch the piano.” What did
he ask her?
 The mother said to her son: “Don’t put your feet on the table!” What
did she tell him?
 The cook said to his assistant: “Please don’t add too much salt this
time.” What did he ask him?
 The mother said to her friend: “Don’t pay any attention to Jimmy.”
What did she tell her friend?
 He reminded us that we mustn’t arrive late. What did he remind us to
do?
 She doesn’t want to answer the question. What does she prefer to
do?
 He promised that he wouldn’t saying about the decision. What did he
promise to do?
 They made a decision that they will not go to the game. What did
they decide to do?

36.14 so do I Neither do I This is difficult for Spaniards to master. It requires absolute command of
so does he Neither does he auxiliary verbs. Nevertheless, it’s important to expose your students to it.
Etc. Etc.
I don’t recommend that you dwell on this point by insisting that your
students gain agility with it. It takes forever to achieve this and two weeks
later you find your students have totally lost their command of it.

However, it’s a fun point to teach and many teachers like to dwell on it.
Don’t do it. Introduce the form and practice it within reason. Our objective
is to expose students to it so that they will understand it when it’s used.

Teacher: I like good food. And you?

Student: So do I.
Teacher: I’m not rich. And you?
Student: Neither am I.

 I’m not French. And you?

 I’d like to be a millionaire. And you?
 I’ve been to Toledo. And you?
 I’ve never been to Mongolia. And you?
 I’ll retire someday. And you?
 I can’t fly like Peter Pan. And you?
 I could read when I was 7 years old. And you?
 I don’t speak Chinese. And your boss?
 I was here ten minutes ago. And you?
 I played with toys when I was little. And you?
 You’re sitting in this room. And me?
 You don’t live in a palace. And me?
 You don’t drive a race car. And my wife/husband?
 My house is in the province of Madrid. And yours?
 I went to school when I was young. And you?

191
36.15 to afford “to afford” has a literal and a figurative meaning.

Literal = to be able to meet the payments on

Figurative = to be able to do something without suffering adverse
consequences, or as Spaniards say: “to be able to permit
the luxury to”...

Literal example: I can’t afford a Rolls Royce.

Figurative example: I can’t afford to call my boss an idiot.

 Can you afford big house?

 Can you afford a Masserati?
 Can you afford to get to work late every day?
 Can you afford to live without working?
 Can you afford a Ford? (this question helps them remember the form)
 Can you afford to smoke three packs of cigarettes a day?
 Can you afford to live like the Rockefeller family?
 Can you afford to let your English level fall?
 Can you afford a diamond necklace?
 Can you afford to call your boss an idiot?
 Can you afford to spend every evening in the casino?
 Can you afford a new car now?
 Can you afford a new house now?
 Etc.

36.16 ever - never Drill work The following is a list of questions that you should ask your students. All the questions
ask about things that your students have never done or things that have never
happened. Elicit the negative with “never”. Insist on the contraction “I’ve” or “he’s” or
“it’s”, etc.

When was the last time you ate a plate of spaghetti with your fingers?
When was the last time prices fell 30% in one year?
When did you last feel hungry after eating a fabada?
When did you last fight in a civil war?
When did you last find a 100 pound note in the street?
When did you last get a letter from the president of Italy?
When was the last time you went to New York by ship?
When was the last time you grew 40 centimeters in one month?
When did you last have lunch in a Bolivian restaurant?
When did you last hear me speak English with a Mississippi accent?
When did you last hold a meeting in the Royal Palace?
When did you last keep your money in a Mexican pension fund?
When was the last time you knew a person who had 25 children?
When did you last lead an army into battle?
When did you last leave on holiday at 4:00 am.
When did you last lend me a million dollars?
When was the last time you let me drive your car?
When did you last meet the president of France?
When did you last lose a million pesetas in a casino?
When did you last pay for a car in Swedish crowns?

36.17 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 89 (Phillip Johnson) When the students read, correct them at all times and insist on intonation
and good pronunciation.

36.18 Regular verbs in past & present perfect Go through the second column again of picture 44 and say the verb in
the present tense. Then the student must say it in the past form and in the
present perfect. Insist on the best pronunciation possible. Example:
( Picture 44)
Teacher: Every day I ask.
Pronunciation of endings Student: Yesterday I asked. Lately I’ve asked. (askt)
Teacher: Every day I check.
Student: Yesterday I checked. Lately I’ve checked. (checkt)

Go all the way down the second column

192
36.19 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

break choose do feel

bring come drink fight
build it costs drive find
buy cut eat fly
catch deal with fall forget

Routine:

Teacher: Every day I break.

Student: Yesterday I broke. Lately I’ve broken.
Etc.

36.20 Phrasal verbs: To give + preposition To give up To abandon, to throw in the towel, to quit
To give in (1) To yield under pressure
This point, and other similar points that To give in (2) To hand in, to deliver
appear further on, cover different phrasal To give away To give as a present because you don’t want it
verbs. I have only included the most To give out To hand out, to distribute
relevant ones, leaving out those that To give off To emit or to expel (an odor or substance)
I consider slightly less common or To give back To return something borrowed, taken, or stolen
considerably more difficult to remember
and master.
Ask the following questions:

Focused translation booklet 3 contains a

wealth of sentences based on relevant  Do you give up easily?
phrasal verbs employed within very common  Do you give up without a fight?
spoken usages.  Is it easier to give up or to push ahead?
 Is it easy or difficult to give up smoking?
 Have you ever felt like giving up?
 In a negotiation, does someone usually have to give in?
 Do you give in to your boss too often?
 Do you give in to your wife/husband too often?
 If you have an argument with your wife/husband, who usually ends
up giving in?
 When you were in school, did you always give in your homework on
time?
 Have you ever given away a puppy?
 Have you ever given away something valuable?
 If you won a Rolls Royce, would you give it away?
 Do you have a lot of old clothes you need to give away?
 Did you give away the baby clothes your children wore when they
were little?
 How often did your school give out grades (marks)?
 Do you give out performance reports to your people?
 Does this company give out free theater tickets to all the personnel?
 Does the company give out free lunch coupons to the employees?
 Does your printer give off a strange smell?
 Do some factories give off a horrible odor?

36.21 Translation booklet 3 – list 7 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 4 – lists 25 & 26 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

193
36.22 Reported speech Picture 90 contains four short dialogues between two people. Proceed as
follows:

Have two students learn the lines, reading to each other first and then
trying to do it by heart. If it’s a private class, you take one of the parts.
(Picture 90)
After the students have read and said their lines several times, turn the
page over so no one can see it and ask the following:

This point can easily fill a full Teacher: What did Karl ask Ana?
hour of class time Student: He asked her if she had ever visited the Black Forest.
Teacher: What did Ana say?
Student: She said she had seen it from the air but that she had never
driven through it.
Teacher: And then what did Karl say?
Student: He said he had a house there and asked her if she would
like to visit the area.
Teacher: And what did Ana say?
Student: She said she would love to see it but that she didn’t have
any time right then.
Teacher: And what did Karl say?
Student: He asked her when she was planning to go up to Stuttgart
again.
Teacher: And what did Ana say?
Student: She said she didn’t know...that it depended on Karl’s
technical department.
Teacher: And what did Karl say?
Student: He said that he would get in touch with them and then get
back to her.

Now follow this same pattern with the remaining three dialogues.

36.23 Review: passive voice Simply ask questions like the following:

 How many languages are spoken in Canada?

 Is smoking allowed here?
 Are trucks permitted on the M-30?
 Is the Communist Party prohibited in Spain?
 Is German spoken in Switzerland?
 How many languages are spoken in Switzerland?
 Is Vienna known for its musicians?
 Are you exploited by your company?
 Are you told what to do?
 Were you told to take English classes?
 Are you informed of the changes that take place in this company?
 Are you visited by the Mormons from time to time?
 Have you ever been given a fine?
 Have you ever been taken to the hospital?
 Has your house ever been searched by the police?
 Has the water ever been cut off in your house?
 Were you given a raise (rise) last year?
 Will you be invited to a Christmas party this year?
 Have you ever been operated on?
 Were you operated on last year?
 Were you injured in a traffic accident last year?
 Have you ever been injured in a traffic accident?
 Was your boss hit by a car last week?
 When was Spain admitted to the European Union? (1986)
 When was America discovered? (1492)
 When will you be paid this month?
 How often will you be paid next year?
 When were you hired by this company?
 How many times has your car been stolen?
 How many times has your car been robbed? (broken into)
 Have you ever been misunderstood?
 When were you chosen for your present job?
 Have you ever been sent to prison?
 When was your house built?
 When was Napoleon finally defeated? (1815)
 Where was Napoleon finally defeated? (at Waterloo, Belgium)

194
36.24 As if “As if” is similar to “like”, but it’s used in a more hypothetical way. It’s
always followed by the simple past or past perfect, except with the verb
“to be”, which in the simple past is always “were”:

 Do you act as if you were the chairman of this company?

 Does your boss act as if he were the chairman?
 Does your boss talk to you as if you were a child?
 Do I look as if I hadn’t slept last night?
 Do I look as if I had just seen a ghost?
 Does the president of Spain speak as if he were a priest?
 Does your boss conduct business as if he were the king of the
world?
 Does he talk to you as if he knew the right answer to every question?
 Do you drive as if you were a formula one champion?
 Do I treat you as if you were a child?
 Does your boss deal with people as if they were idiots?

36.25 It doesn’t matter “It doesn’t matter” and “I don’t care” are synonymous in most cases.
I don’t care However, “I don’t care” can be used harshly in the sense of “I don’t give a
...whether... damn”. “It doesn’t matter” is a neutral expression.

Routine:

Teacher: Do you prefer that he come by car or by train.

Student 1: It doesn’t matter to me how he comes.

Student 2: I don’t care whether he comes by train or by car.

Cues:

 Do you prefer me to speak slowly or quickly?

 Do you want me to sit in this chair or that one?
 Do you want me to decide this way or that way?
 Would you like me to charge this class in pesetas or in euros?
 Do you want the Norwegians to export more or export less?
 Do you want people to save more or spend more?
 Do you want my next car to be a Ford or an Opel?
 Do you want my boss to expand to Valencia or to stay in Madrid?

36.26 Translation booklet 3 – list 8 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 4 – lists 27 & 28 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

36.27 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 91 (Nigel Perkins) When the students read, correct them at all times and insist on intonation
and good pronunciation.

195
Unit 37

37.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

37.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

843,517 – 187,359 – 66,781 – 55,691 – 13,330 stop and check

239,762 – 348,711 – 983,577 – 3,681,439– 7,757,462 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

37.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

37.4 Review of ordinal numbers and dates Go through a calendar month as follows:

Friday, the first. Saturday, the second. Sunday, the third. Monday, the
fourth. Tuesday, the fifth. Wednesday, the sixth. Thursday, the seventh.
Friday, the eighth. Saturday, the ninth, etc. until the 31st.

37.5 Review of dates (contd.) (Picture 28) Do columns1 and 2 in picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

37.6 Review of telling time (Picture 23) Go through the picture once again.

37.7 Review: from...to Teacher: Phillip left for Omaha on the 11th and got back on the 17th.
since... Student: He was in Omaha for 6 days.
for... He was in Omaha from the 11th to the 17th.
ordinal numbers
Here are some scenarios:

Natasha to Scotland on 29th – now 31st – she’s still there

Luigi to Germany on 7th – back to Italy 12th
Pierre to Spain on 1st – now 10th – he’s still there.
Aki to Louisiana on 14th – back to Japan on 25th
Paula to Munich on 20th – now 30th – she’s still there.
Inés to Paris on 10th – back to Seville on 20th.
Nigel to New York on 12th – now 20th – he’s still there.

196
37.8 Review: present or 2nd conditional The following routine continues our review of the present conditional.

Teacher: I teach English because I need money.

Student: If you didn’t need any money, you wouldn’t teach.

If you don’t understand this routine,  He makes a lot of money because he invests wisely.
go back to point 29.21, where you  He never goes to the beach because he doesn’t know how to swim.
will find an explanation on  She doesn’t make dresses because she can’t sew.
how to do it.  He wins a lot of money because he’s an expert poker player.
 I know him because he lives near me.
 I don’t go to the doctor because I rarely become ill.
 He’s always cold because he doesn’t wear warm clothes.
 I’m not worried about deflation because prices never fall.
 I get a discount because I pay in advance.
 I’m tall because my father is tall.

37.9 Review: past or 3rd conditional Follow the same routine as above.

 He went there because he had no choice.

 He became an English teacher because he knew English.
 I lost the money because I was careless.
 The shop was damaged because there was an explosion.
 I walked there because I didn’t have my car.
 I didn’t call him because I didn’t know he was at home.
 The lights went out because there was a short circuit.
 Rasputin became famous because he could cure the Czar’s son.
 He fell ill because he ate too many oysters.
 He lost control because he didn’t understand human nature.

37.10 Translation booklet 3 – list 9 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 4 – lists 29 & 30 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

37.11 Pronunciation review: “It depends” Have each student say at least 10 times the expression “It depends”.

Have them say it phonetically as follows: “idepéns”

If you don’t do this and then review it constantly, you will get tired of
hearing your students say: “It’s depend”.

Now have your students repeat after you the following sentences:

 It depends on you.
 It depends on me.
 It depends on the weather.
 It depends on several factors.
 It depends on which boss you ask.
 It depends a number of possibilities.
 It depends on which report you read.
 It all depends on you.

197
37.12 Review: logical conclusions Examples: He must be rich
He must have been ill
Must
Must have You observe something and then you make a logical conclusion with
“must”.

Teacher: That man is driving a Rolls Royce.

Student: He must be rich.

 That woman is receiving an Oscar.

 That young woman is normally slim but now she’s temporarily fat.
 That man is moving rhythmically and wearing headphones.
 That woman is searching everywhere. (she must have lost something)
 That man is wearing a cast on his arm.
 Those people are being rushed to a hospital.
 That woman is buying cat food.
 That man won the Nobel Prize for physics last year.
 The husband is in the kitchen trying to bandage his bleeding finger.
 That man is visiting a private detective to talk about his wife.

37.13 Phrasal verbs: To put + preposition To put out To extinguish (a flame or fire)
To put on To dress oneself
This point, and other similar points that To put in(to) To insert
appear further on, cover different phrasal To put up To put something back where it’s kept normally
verbs. I have only included the most To put away To put something back where it’s kept normally
relevant ones, leaving out those that To put off To postpone, to procrastinate
I consider slightly less common or To put up with To bear with, to accept a type of behavior
considerably more difficult to remember To put back To return something to it’s normal place.
and master.

Ask the following questions:

Focused translation booklet 3 contains a

wealth of sentences based on relevant  What do firemen do?
phrasal verbs employed within very common  Have you ever put out a fire with a towel?
spoken usages.  Can anybody or only specialists put out oil well fires?
 Which do you put on first, your shoes or your socks?
 Which shoe do you put on first, the left one or the right one?
 Do you like to put on old clothes?
 Where do you put the coin change that you receive during the day?
 Where do people usually put ashes when they smoke?
 If I gave you a pen right now, where would you put it?
 Should we put up the dishes after washing them?
 What should children do with their toys when they finish playing with
them?
 If you have a lot of money at home, should you leave it in view or put
it away in a safe place?
 Do you sometimes put off important things?
 Is it easier to do unpleasant things now or to put them off until later?
 Have you ever put off a meeting until the following day?
 Do you have to put up with a lot of silly problems?
 Is there anything that you simply refuse to put up with?
 Do you always put your pen back in your pocket after using it?
 If you pick up and examine a ceramic figurine in a department store,
what do you do with the figurine when you’ve finished examining it?

37.14 Translation booklet 3 – list 10 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 4 – lists 31 & 32 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

198
37.15 To borrow To ask for a loan The concept of these verbs and nouns should be easy to explain. Spanish
To lend To pay back doesn’t have a verb for “to borrow”. They say literally “to take lent” or “to
To owe To give back ask lent”.
A loan To return
A debt long-term Many people use the verb “to loan”. For the sake of simplicity, let’s stay
A mortgage short-term with the verb “to lend” and use “loan” as the noun.
risk
When you introduce the word “mortgage”, write it phonetically as:

“mórguech”

 Is it a good practice to lend money to friends?

 Have you ever lent money to a friend?
 Have you ever borrowed money from a friend?
 Have you ever lent a book to a friend?
 Did that friend give it back?
 Do banks lend money to people or borrow money from people?
 Do banks lend money or borrow money from the Central Bank?
 Do private companies usually lend money or borrow money?
 Do large companies ask for big loans or small loans?
 What about small businessmen?
 Do few companies or most companies pay back the loans?
 Do you owe me any money?
 Do you owe me a favor?
 Do I owe you a favor?
 Tell Paco to ask Pepe if he owes anyone a favor?
 When you borrow a book, do you keep it or give it back?
 Do you forget about favors or do you try to pay them back?
 Are you planning to ask for a loan next month?
 If interests rates didn’t exist, would you ask for a loan more often?
 Who do banks lend money to?
 What do people borrow money for?
 What do people borrow books for?
 Is it easy or difficult to get a loan from the bank?
 Do you owe any money?
 Do you have any debts?
 Do you have a mortgage on your house?
 Do you have more than one mortgage?
 How long did it take you to pay back your first mortgage?
 Is a mortgage a long-term or short-term loan?
 Is a mortgage a loan against your house or against your salary?
 Do you prefer to borrow money or lend money?
 If you lend money, what is the risk?
 If you borrow money, what is the risk?
 Is it more risky for you to lend money or to borrow money?
 If I lent you a million pesetas, how long would it take you to pay me
back?
 Ask me what I would do if you didn’t pay me back?
 Do you prefer short-term or long-term loans?
 Give me a definition of a short-term loan?
 Give me a definition of a long-term loan?
 Does this company have a lot of long-term debt?
 Is it dangerous to have too much debt?
 Are you always borrowing money from people?
 Has anybody ever asked you for a loan?

37.16 Almost always – hardly ever  Do you almost always or hardly ever work past 8:00 p.m.?
Almost everyone – hardly anyone  Does almost everyone or hardly anyone have a television set?
 Does almost everyone or hardly anyone speak excellent English in
this company?
 Do you almost always or hardly ever watch ice skating on TV?
 Do you almost always or hardly ever have dinner at home?
 Does almost everyone or hardly anyone in Spain know who Jordi
Pujol is?
 Do you almost always or hardly ever call information when you need
a telephone number?
 Do you almost always or hardly ever understand me when I speak?
 Are you almost always or hardly ever late for work?
 Do you almost always or hardly ever come to work by taxi?

199
37.17 Review: There + to be Remind the students of “there is/are”, “There was/were”, “There will be”,
etc.

(Picture 92) Then, go to Picture 92 and go down the list of 11 conjugations, filling in
the left-hand column with the correct form. Here are the answers:

1. There is (it’s already given as an example)

2. There are
3. There was
4. There were
5. There will be
6. There’s going to be
7. There are going to be
8. There has been
9. There have been
10. There would be
11. There would have been

When you’ve gone through the list in the affirmative, go back and go
through it again in the negative and interrogative. Some of the sentences
will require modification.

37.18 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 93 (Aki Morita) When the students read, correct them at all times and insist on intonation
and good pronunciation.

34.19 Regular verbs in past & present perfect Go through the third column of picture 44 and say the verb in the present
tense. Then the student must say it in the past form and the participle
Lately form. Insist on the best pronunciation possible. Example:

(Picture 44) Teacher: Every day I accept.

Student: Yesterday I accepted. Lately I’ve accepted (akseptid)
Teacher: Every day I act.
Pronunciation of endings Student: Yesterday I acted. Lately I’ve acted. (actid)

Go all the way down the third column

37.20 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

get hear know lose

give hit lead make
go hold leave mean
grow hurt lend meet
have keep let say

Routine:

Teacher: Every day I get.

Student: Yesterday I got. Lately I’ve got(ten).
Etc.

37.21 Translation booklet 3 – list 11 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 4 – lists 33 & 34 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

200
Unit 38

38.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

38.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

113,101 – 823,765 – 27,576 – 61,893 – 17,385 stop and check

489,613 – 576,951 – 368,732 – 4,836,912– 6,568,475 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

38.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

38.4 Review of ordinal numbers and dates Go through a calendar month as follows:

Saturday, the first. Sunday, the second. Monday, the third. Tuesday, the
fourth. Wednesday, the fifth. Thursday, the sixth. Friday, the seventh.
Saturday, the eighth. Sunday, the ninth, etc. until the 31st.

38.5 Review of dates (contd.) (Picture 28) Do columns1 and 2 in picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

38.6 Review of telling time (Picture 23) Go through the picture once again.

38.7 Review: from...to Teacher: Phillip left for Omaha on the 11th and got back on the 17th.
since... Student: He was in Omaha for 6 days.
for... He was in Omaha from the 11th to the 17th.
ordinal numbers
Here are some scenarios:

Natasha to Scotland on 29th – now 31st – she’s still there

Luigi to Germany on 7th – back to Italy 12th
Pierre to Spain on 1st – now 10th – he’s still there.
Aki to Louisiana on 14th – back to Japan on 25th
Paula to Munich on 20th – now 30th – she’s still there.
Inés to Paris on 10th – back to Seville on 20th.
Nigel to New York on 12th – now 20th – he’s still there.

201
38.8 Supposed to I am supposed to go
I was supposed to have gone

This expression is slightly different than it’s equivalent in Spanish.

Spaniards say “it is supposed that I should go”. We’re much more concise
in English.

This expression is used in the present tense to say things that you should
do but that you normally don’t do, or vice-versa. It also expresses what
you need to do in the future (I’m supposed to be there at 10:00).

It’s used in the past tense to express things that you should have done
but you didn’t do, or vice-versa.

Teacher: Work starts at 8:00 a.m. What time are the people
supposed to be at work?
Student: They’re supposed to be there at 8:00 a.m.

 Check-in time for the flight is at 6:00 p.m. What time are travelers
supposed to be at the check-in counter?
 The chauffeur is at the National Terminal. However, the instructions
were that he be at the International Terminal. Where is the chauffeur
supposed to be?
 The weather man said it was going to rain yesterday, but it didn’t.
What was supposed to have happened yesterday?
 I told you to be here at 3:00 o’clock, but you came at 3:15. What time
were you supposed to be here?
 My instructions were that Paco should call the people. However,
María called them. Who was supposed to have called the people?
 The doctor told me that I need to eat a lot of fruit. However, I hardly
ever follow his advice. What am I supposed to eat?
 The report wasn’t ready at 11:00 o’clock as the boss had insisted.
It’s still not ready. When was the report supposed to have been
ready?
 I love ice cream but my doctor told me to not to eat any.
Nevertheless, I eat it. What am I not supposed to eat?
 Pepe is not included in the guest list. However, he’s at the party.
Where isn’t Pepe supposed to be?
 The defenders of the Alamo were told that reinforcements would
arrive from Goliad. However, they never arrived and the all the
defenders died. What was supposed to have happened?

38.9 While While = at the same time that...

Teacher: Phillip washed the dishes. At the same time, Nancy helped
the kids with their homework.
Student: While Phillip was washing the dishes, Nancy was helping
the kids with their homework.

 Nigel helped the gardeners. At the same time, Margaret rearranged

the china.
 Aki read an article about Louisiana. At the same time, his wife put up
some new curtains in the bedroom.
 Ines was with her boyfriend. At the same time, she was thinking
about François in Paris.
 Luigi was going over a report. At the same time, Ana was talking with
new employee about the incentive system.
 Li was studying his English book. At the same time, he son was
doing his homework.

 Ronny was walking toward the port. At one moment during his walk,
a bomb went off in one of the yachts.
 Natasha was reading in the library. At one moment, she heard a loud
noise coming from street.
 Paula was working in the drawing class. At one moment, a boy came
up to her to ask her a question.
 Pierre was doing a translation. At one moment, he heard a strange
sound and the lights went out.

202
38.10 In the meantime In the meantime = during the interval in question

The expression “meanwhile” is used in a more narrative form and it

means “while at the same time”. The expression “in the meantime” is
more pertinent for people who work because it’s used all the time in the
sense of “during the interval in question”. Here’s an example:

Meanwhile: The woman was busy preparing dinner for the family.
Meanwhile, her husband was outside chopping wood.

In the meantime: Listen, I need to leave the meeting for a moment to

make a phone call. In the meantime, study the report I
gave you and we’ll comment on it when I get back.

The following routine is a bit elaborate. The teacher explains a scenario in

reported speech and the student assumes the role of the speaker. Study
the example to get an idea:

Teacher: The man told his wife that he was going to try to repair the
washing machine. He then told her that while he was doing
that, she should call the repairman just in case.

Student: I’m going to try to repair the washing machine. In the

meantime, call the repairman just in case.

 The woman told her daughter that she was going to look for an
article about Guatemala in National Geographic. She then told her
that while she was doing this, her daughter should look up
Guatemala in the encyclopedia.

 The chief mechanic told his assistant that he was going to check the
brakes on the car. Then he told him that while he was doing that, the
assistant should check the oil level in the car next to them.

 The father told his son that he was going to clean the rifle. Then he
told him that while he was doing that, his son should go to the garage
to bring back the ammunition.

 The teacher told the class that he needed to go and get the film
projector. Then he told them that while he was doing that, they could
review the mistakes they had made on the exam.

38.11 Plenty of This expression is misused by Spaniards. They often use it as a synonym
for “a lot of”. They say: I went to the football match and there were plenty
of people.

You must insist with your students that “plenty of” means “more than
sufficient”, and nothing else.

Teacher: Are you sure there are enough chairs for the meeting?
Student: Don’t worry... there are plenty of chairs.

Insist that your students use the right intonation when they say “plenty of”,
so that they can get a “feeling” for the expression.

 Are you sure we have enough time to finish it?

 Are you sure we have enough food for everybody?
 Are you sure they have enough information to make a decision?
 Are you sure we have enough gasoline to get to Barcelona?
 Are you sure there’s enough time to call everyone?
 Are you sure he knows enough people to complete the list?
 Are you sure she has enough money to pay for the tickets?
 Are you sure they’ve had enough time to do the exercise?

203
38.12 Phrasal verbs: To run + preposition To run into To crash into, to meet unexpectedly
To run out of To exhaust a supply of
This point, and other similar points that To run up to To approach running
appear further on, cover different phrasal To run over To pass a car or truck over
verbs. I have only included the most To run away To flee on foot
relevant ones, leaving out those that To run for To present a candidacy for
I consider slightly less common or
considerably more difficult to remember
and master.
Ask the following questions:

Focused translation booklet 3 contains a

wealth of sentences based on relevant  Have you ever run into a tree?
phrasal verbs employed within very common  Have you ever run into a lamp post?
spoken usages.  Did you run into an old friend last week?
 Have you ever run out of gasoline?
 Do you run out of patience easily?
 Do you often run out of money before the end of the month?
 Are we running out of time?
 Did you run up to a policeman last week?
 Did anyone run up to you last week to tell you something urgent?
 Have you ever run over a dog?
 Have you ever run over a cat?
 Did you run away from home when you were a child?
 If you approach a deer, will it stay still or run away?
 Would you like to run for public office?
 Who ran against John Kennedy for the presidency in 1960? (Nixon)

38.13 Present perfect vs. past How many times did you say “hello” in English yesterday? And so far today?
How many elephants did you see in the office last week? And so far this week?
How many cars did you sell last year? And so far this year?
How many Christmas cards did you send last year? And so far this year?
How many photos did you show me last week? And so far this week?
How many golf tournaments were there on TV last week? And so far this week?
How many times did your company shut down operations last And so far this year?
year?
How many songs did you sing yesterday? And so far today?
How many times did you sit in that chair last week? And so far this week?
How many times did you sleep in a hotel last month? And so far this month?
How many times did you speak to me about politics yesterday? And so far today?
How much money did you steal from me last week? And so far this week?
How much American money did you spend last week? And so far this week?
How many good films were there in Madrid last month? And so far this month?
How many times did I teach you the alphabet last week? And so far this week?

38.14 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 94 (Inés García) When the students read, correct them at all times and insist on intonation
and good pronunciation.

38.15 Translation booklet 3 – list 12 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 4 – lists 35 & 36 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

204
38.16 Shall This is a polite way to offer a favor or a suggestion. Examples:

- Shall we go?
- Shall I open the window?

Tell your students that this is the only case in which the auxiliary verb
“shall” is used. In the future tense, despite what older grammar books
say, we use the auxiliary “will”, not “shall”. Of course, if you have poetic
license, you can use “shall”, but it’s very rarely used in the future tense
except in particular regions of some English-speaking countries.

Teacher: It might be a good idea for you to open the window.

Student: Shall I open the window?

 It might be a good idea for you to call him now.

 It might be a good idea for us to go.
 It might be a good idea for us to begin.
 It might be a good idea for you to serve the food now.
 It might be a good idea for us to continue.

38.17 The future perfect tense Ask the following questions:

 How long have you been working here?

 How long will you have been working here by the year 2002?
 How long have you known me?
 How long will you have known me by this time next year?
 How many classes have you received so far this month?
 How many classes will you have received by the end of this month?
 How many hours have you worked so far today?
 How many hours will you have worked by the end of the day?
 How many phone calls have you made so far today?
 How many phone calls will you have made by the end of the day?
 How long have you been married?
 How long will you have been married by the time you turn 65?

38.18 Useful – useless Each pair of adjectives on the left are exact opposites except the last pair.
Painful – painless
Harmful – harmless Ask the following questions:
careful – careless
Helpful – helpless  Is a mobile phone useful or useless?
 Is an injection painful or painless?
 Are most medical treatments painful or painless?
 Is your boss helpful when you have a problem?
 Is learning English a painful process or a painless process?
 Is breathing normally painful or painless?
 Are most spiders harmful or harmless?
 Are most snakes harmful or harmless?
 Is cyanide harmful or harmless?
 Is an old calendar useful or useless?
 What about a broken watch?
 Is a diamond necklace useful or useless?
 Are you a careful driver or a careless driver?
 Is your boss a careful worker or a careless worker?
 Are you careful or careless with your money?
 Is the government careful or careless with your money?
 Do you feel helpless at times?

38.19 Translation booklet 3 – list 13 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 1 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

205
38.20 Expressions Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
difficult to teach a large number of important expressions in a natural, English-only, way. The list below is
extracted from Focused Translation Booklet 3.

Lo harán siempre que les respaldes. They’ll do it as long as you back them up.

Como regla general, no fumo en clase. As a general rule, I don’t smoke in class.

Que yo sepa, no han hecho nada todavía. As far as I know, they haven’t done anything yet.

En cuanto a mí, pueden hacer lo que quieran. As far as I’m concerned, he can do whatever he
wants.

Ya he hablado con él detenidamente sobre el asunto. I’ve already spoken to him at length about the
matter.

En el mejor de los casos, recibiremos el tercer At best, we will receive the third prize.
premio.

¿No sabrías por casualidad donde está Pepe? You wouldn’t know by any chance where Pepe
is?

Juan es, con mucha diferencia, el mejor de la clase. John is by far the best in the class.

En cuanto a ese tema, no tengo más que decir. Concerning that subject, I have nothing more to
say.

El coste de la vida es muy alto aquí. The cost of living is very high here.

38.21 Adjective Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
enrichment difficult to teach a large number rich adjectives in a natural, English-only, way. The list below is extracted
from Focused Translation Booklet 3.

Has hecho una evaluación precisa de la situación. You’ve made an accurate assessment of the
situation.

Sólo es conseguible a largo plazo. It’s only achievable in the long term.

Dinamarca es una sociedad acomodada. Denmark is an affluent society.

Dilo en voz alta. Say it aloud.

Estoy asombrado de tu progreso. I’m amazed by your progress.

Tu progreso ha sido asombroso. Your progress has been amazing.

Fue una situación graciosa. It was an amusing situation.

Ese ruido es muy molesto. That noise is very annoying.

Fue una experiencia horrible. It was an awful experience.

Fue una amarga experiencia. It was a bitter experience.

206
38.22 Mastering the interrogative This is the seventh of a recurring review that reinforces your students’ ability to formulate
the interrogative in English. You must train your students at the beginning to follow the
routine. The teacher states the affirmative sentence in the left column, emphasizing the part
of the sentence that is underlined, that is, the object of the question. Then the student
formulates the question that would naturally elicit the answer already given:

Teacher Student
The plane took off at 2:30. What time did the plane take off?
He brought me a glass of water. What did he bring you?
There were 300 people at the wedding. How many people were there at the wedding?
He got here at 3 p.m. yesterday. What time did he get here yesterday?
I got married in 1977. When did you get married?
She found her handbag in her husband’s Where did she find her handbag?
car.
I did it because I wanted to impress you. Why did you do it?
He left her because she was a bad cook. Why did he leave her?
I had lunch with him twice last week. How many times did you have lunch with him
last week?
I gave it to her because it was hers. Why did you give it to her?
I went to the police station to report a crime. Why did you go to the police station?
It was difficult for me because I hadn’t Why was it difficult for you?
studied.
I was angry because the food was bad. Why were you angry?
I was driving to work when I heard the What were you doing when you heard the
news. news?
They were at home when it happened. Where were they when it happened?

38.23 It’s worth it The teacher says something that he or she is planning to do and the
It’s not worth it students simply give their opinion, stating if it’s worth it or not worth it.

Teacher: I’m planning to spend all my savings on a sports car. What do

you think?
Student: It’s not worth it.

 I’m thinking about taking a crash course in Polish. What do you

think?
 I’m playing with the idea of investing 10% of my income in parking
spaces. What do you think?
 I’m planning to send my children to a summer camp in France to
improve their French. It costs only 200,000 pesetas in all. What do
you think?
 I’m thinking about spending my summer vacation visiting
Guadalajara and Albacete. What do you think?
 I’m playing with the idea of learning shorthand. What do you think?
 I’m planning to abandon my family and live with movie star. What do
you think?
 I’m thinking about giving up the teaching profession and taking a
steady job as an accounting clerk. What do you think?

38.24 Translation booklet 3 – list 14 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 2 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

207
38.25 Regular verbs in past & present perfect Go through the first column again of picture 44 in the following way,
insisting on the proper pronunciation of the endings in the past and
participle forms:
( Picture 44)
Teacher: Every day I agree.
Student: Yesterday I agreed. Lately I’ve agreed.
Pronunciation of endings Teacher: Every day I allow.
Student: Yesterday I allowed. Lately I’ve allowed.

Go all the way down the first column

38.26 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

pay it rises set spend

put run shut stand
quit see sit steal
read sell sleep take
ring send speak teach

Routine:

Teacher: Every day I pay.

Student: Yesterday I paid. Lately I’ve paid.
Etc.

38.27 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 95 (Paula Eisenbach) When the students read, correct them at all times and insist on intonation
and good pronunciation.

38.28 Negative questions - review Teacher: I am going to say sentences and you simply ask me why.

TEACHER STUDENT
I haven’t reached my potential yet. Why haven’t you reached your potential yet?
It hasn’t happened yet. Why hasn’t it happened yet?
Nobody has come yet. Why hasn’t anybody come yet?
They haven’t gone there this week. Why haven’t they gone there this week?
I haven’t called him. Why haven’t you called him?
I haven’t seen them today. Why haven’t you seen them today?
I couldn’t do it yesterday. Why couldn’t you do it yesterday?
We didn’t take a break. Why didn’t you take a break?
We couldn’t help the boy. Why couldn’t you help the boy?
They didn’t try the new system. Why didn’t they try the new system?
He didn’t know anything about it. Why didn’t he know anything about it?
She didn’t ask him for it? Why didn’t she ask him for it?
He doesn’t know the answer. Why doesn’t he know the answer?
They couldn’t get there on time. Why couldn’t they get there on time?

208
Unit 39

39.1 Review of fractions and percentages one-half is the same as 50 percent

one-third is the same as 33.3 percent
(Picture 27) Etc.

percent Picture 27: Simply go down the list, having the students say:
half
point (decimal point) one-half is the same as 50 percent
Etc.
…is the same as…

39.2 Number dictation Dictate the numbers set out below. The students should write them on a
sheet of paper, after which you check them. The quickest way to check
them is to write the numbers yourself in large print on a sheet of paper.
After the dictation, you simply hold up the paper and the students check
the numbers themselves.

323,547 – 741,298 – 13,330– 93,572– 16,612 stop and check

316,876 – 159,674– 459,789 – 5,832,719– 1,321,161 stop and check

MAKE SURE THEY WRITE THE NUMBERS WITH COMMAS

AND NOT WITH DECIMAL POINTS

39.3 Number pronunciation Have the students look at their corrected dictation sheets and say back
the numbers to you. You check by guiding yourself by the numbers
above.

39.4 Review of ordinal numbers and dates Go through a calendar month as follows:

Sunday, the first. Monday, the second. Tuesday, the third. Wednesday,
the fourth. Thursday, the fifth. Friday, the sixth. Saturday, the seventh.
Sunday, the eighth. Monday, the ninth, etc. until the 31st.

39.5 Review of dates (contd.) (Picture 28) Do columns3 and 4 in picture 28.

Have them say the standard British or American form:

British: the first of January, 1998

American: January first, 1998

39.6 Review of telling time (Picture 23) Go through the picture once again.

39.7 Review: from...to Teacher: Phillip left for Omaha on the 11th and got back on the 17th.
since... Student: He was in Omaha for 6 days.
for... He was in Omaha from the 11th to the 17th.
ordinal numbers
Here are some scenarios:

Natasha to Scotland on 29th – now 31st – she’s still there

Luigi to Germany on 7th – back to Italy 12th
Pierre to Spain on 1st – now 10th – he’s still there.
Aki to Louisiana on 14th – back to Japan on 25th
Paula to Munich on 20th – now 30th – she’s still there.
Inés to Paris on 10th – back to Seville on 20th.
Nigel to New York on 12th – now 20th – he’s still there.

209
39.8 Phrasal verbs: To pick + preposition To pick up (1) To retrieve from the floor or ground
To pick up (2) To collect someone from a location
To pick out To choose among several alternatives
To pick on To harass or tease

Focused translation booklet 3 contains a Ask the following questions:

wealth of sentences based on relevant
phrasal verbs employed within very common
spoken usages.  When you drop something, what do you do?
 Is it easy or difficult for old people to pick things up?
 If you saw a one-peseta coin on the ground, would you pick it up?
 If you saw a 1,000-peseta bill on the ground, what would you do?
 Is it easy or difficult to pick up a person who has passed out?
 What was the last time you picked me up at the airport?
 Have you ever picked up anybody at the Palace Hotel?
 How long does it take you to pick out a tie?
 Does your boss always pick you out to do most unpleasant jobs?
 Does your boss always pick on you?
 Does your wife/husband always pick on you?
 Do your children always pick on each other?

39.9 Past or 3rd conditional Here is a logical conclusion exercise like the one used for the present or
2nd conditional. The teacher makes a statement and the student draws a
logical conclusion within the past conditional form.

Teacher: I came to Spain because I wanted to learn Spanish.

Student: If you hadn’t wanted to learn Spanish, you wouldn’t have
come to Spain.

Cues:

 He died because he had a heart attack.

 The clock stopped because the electricity went out.
 The minister arrived late because there was a traffic jam.
 His speech was bad because he was nervous.
 Adam ate the apple because Eve persuaded him to eat it.
 God created Eve because Adam was lonely.
 El Cid defeated the Moors because he was a strong leader.
 Frank Sinatra became famous because he was a good singer.
 Cervantes became famous because he wrote Don Quixote.
 He ran into a tree because he fell asleep at the wheel.

39.10 Translation booklet 3 – list 15 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 3 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

39.11 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 96 (Pierre Monet) When the students read, correct them at all times and insist on intonation
and good pronunciation.

210
39.12 Expressions Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
difficult to teach a large number of important expressions in a natural, English-only, way. The list below is
extracted from Focused Translation Booklet 3.

1. El nivel de vida en mi país es muy alto. 1. The standard of living in my country is very
high.

2. Debido a circunstancias imprevistas, nos vemos 2. Due to unforeseen circumstances, we are

obligados a cancelar el espectáculo. forced to call off the show.

3. Te daré un toque mañana por la mañana. 3. I’ll give you ring tomorrow morning.

4. Si asistes bien a clase, a la larga aprenderás 4. If you attend class well, eventually you’ll learn
mucho. a lot.

5. Voy a la clínica un día sí y otro no. 5. I go to the clinic every other day.

6. Me voy de esta empresa para siempre. 6. I’m leaving this company for good.

7. Utiliza las cifras preliminares por ahora. 7. Use the preliminary figures for the time being.

8. El siempre está de mal humor los lunes. 8. He’s always in a bad mood on Mondays.

9. Siempre está de buen humor los viernes. 9. He’s always in a good mood on Fridays.

10. Además de estos problemas, hay otros también. 10. In addition to these problems, there are
others too.

39.13 Adjective Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
enrichment difficult to teach a large number rich adjectives in a natural, English-only, way. The list below is extracted
from Focused Translation Booklet 3.

1. Mi mujer puede ser muy mandona a veces. 1. My wife can be very bossy at times.

2. Tengo amplia experiencia en la enseñanza. 2. I have broad experience in teaching.

3. No seas tan descuidado. 3. Don’t be so careless.

4. Fue un trabajo que me supuso un reto. 4. It was a challenging job.

5. Ella es una mujer con encanto. 5. She is a charming woman.

6. Es una chica muy risueña. 6. She is a cheerful girl.

7. Hace un poco de frío hoy. 7. It’s a little chilly today.

8. El es una persona de menta cerrada. 8. He’s a closed-minded person.

9. Estoy preocupado por las ventas. 9. I’m concerned about the sales.

10. Estoy confiado en el futuro. 10. I’m confident in the future.

39.14 Translation booklet 3 – list 16 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 4 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

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39.15 Review: It takes me... It took me... Etc. First, have one student ask another (or you) the following questions:

Ask Paco how long it takes him to:

wake up? fall asleep at night? wash your hair?
get ready for work? write a memo? get to work?
prepare coffee? access the internet? go home after work?

Ask Paco how long it takes to:

fly to Paris? lose 10 kilos? pay for a house?
drive to Bilbao? cook paella? build a house?
learn a language? peel an orange? walk a kilometer?

Ask Paco how long it took him to:

learn his job? get his degree? get dressed today?
come here today? find his first job? learn to read?
learn Spanish? go home yesterday? furnish his house?

Ask Paco how long it will take him to:

go home today? become rich? reach the top job here?
learn English? answer this question? learn the irregular verbs?
pay for his house? reach retirement age? come to work tomorrow?

39.16 Review: “It doesn’t matter” and “I don’t care” are synonymous in most cases.
However, “I don’t care” can be used harshly in the sense of “I don’t give a
It doesn’t matter damn”. “It doesn’t matter” is a neutral expression.
I don’t care
...whether... Routine:

Teacher: Do you prefer that he come by car or by train.

Student 1: It doesn’t matter to me how he comes.

Student 2: I don’t care whether he comes by train or by car.

Cues:

 Do you prefer me to speak slowly or quickly?

 Do you want me to sit in this chair or that one?
 Do you want me to decide this way or that way?
 Would you like me to charge this class in pesetas or in euros?
 Do you want the Norwegians to export more or export less?
 Do you want people to save more or spend more?
 Do you want my next car to be a Ford or an Opel?
 Do you want my boss to expand to Valencia or to stay in Madrid?

39.17 Phrasal verbs: To make + preposition To make up (1) To recuperate (an exam, a class, etc.)
To make up (2) To invent (a story, an excuse, etc.)
To make up (3) To reconcile
To make up for To compensate for (lost time, etc.)
Made up of Composed of
To make out (1) To decipher or discern (something illegible or
someone far away)
To make out (2) To write out (a check, a receipt, etc.)

Focused translation booklet 3 contains a Ask the following questions:

wealth of sentences based on relevant
phrasal verbs employed within very common  Ask me if I make up all the classes I miss.
spoken usages.  If you miss a working day, do you make it up?
 When you were in school, could you make up exams you missed?
 Have you ever made up an excuse?
 Do you usually tell the truth or make up a story?
 Should people try to make up after a strong argument?
 How many members is the executive committee made up of?
 How many members is a duo made up of? a trio? a quartet?
 If you miss a day, do you work harder to make up for it?
 If you hurt someone, do you look for ways to make up for it?
 Can you make out who someone is from 300 meters away?
 Can you make out what doctors write in their prescriptions?
 Can you make out what a sign says from 300 meters away?
 Have you ever made out a check in dollars?
 How often do you make out checks?

212
39.18 Regular verbs in past & present perfect Go through the second column again of picture 44 and say the verb in
the present tense. Then the student must say it in the past form and in the
present perfect. Insist on the best pronunciation possible. Example:
( Picture 44)
Teacher: Every day I ask.
Pronunciation of endings Student: Yesterday I asked. Lately I’ve asked. (askt)
Teacher: Every day I check.
Student: Yesterday I checked. Lately I’ve checked. (checkt)

Go all the way down the second column

39.19 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

tell win bring choose

think write break come
throw become build it costs
understand begin buy cut
wear blow catch deal with

Routine:

Teacher: Every day I tell.

Student: Yesterday I told. Lately I’ve told.
Etc.

39.20 “isms” – pronunciation Spanish people constantly mispronounce words like “socialism”,
terminating the word is if there were no vowel sound at all between the “s”
and the “m”.

Tell your students that there is an “a” sound between the two consonants.
Then have them repeat after you the following words (and more if I’ve left
out some). Accentuate to your students the phonetic sound “isam”.

Mechanism Capitalism Nationalism

Socialism Protestantism Fanaticism
Communism Catholicism Feminism
Cannibalism Terrorism Fascism
Tourism Buddism Alcoholism
Hypnotism Humanism Realism
Modernism Organism Altruism
Individualism Metabolism Rationalism
Criticism Conservatism Darwinism
Liberalism Radicalism Colonialism
Journalism Pluralism Protectionism
Stalinism Marxism Fundamentalism
Industrialism Globalism Sensationalism

39.21 Translation booklet 3 – list 17 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 5 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

39.22 ought to Teach this as the exact synonym of “should”. “Should” has a more moral
tone to it, while “ought to” is commonly used to give a piece of advice. It
should be used only in the present tense affirmative, although
theoretically it can be used in the negative and interrogative. Have your
students change the following sentences from “should” to “ought to”.

 In my opinion, you should buy a new car.

 I think you should do what they say.
 If you want to get there on time, you should take a taxi.
 I think we should call them first.
 They feel there should be more gifts for the employees.

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39.23 Willing to... Willing to = to have the disposition to

Spanish people often think that “willing to” and “ready to” are
synonymous. They are not. Here’s an example:

“I’m willing to kill him but I’m not ready. I don’t have my revolver.”

You can also remind your students that the word “will” means volition or
the disposition to. This may help them differentiate it with “ready”.

 Are you willing to work 16 hours a day for this company?

 Are you willing to sacrifice your family for success and fame?
 Are you willing to come here at 6:00 a.m. to have class with me?
 Would you be willing to work 16 hours a day for three years in return
for five million dollars?
 Would you be willing to take a year off from work to learn English?
 How long are you willing to continue these English classes?
 Are you willing to travel in your job?
 Are you willing to be trained for a completely new job?
 Are you willing to do whatever is necessary to learn English?
 Are you willing to defend your country?
 Are you willing to sacrifice your life for another person?
 How many hours a week are you willing to work for this company?
 How many hours a week are you willing to study English?

39.24 To have trouble + gerund This is a very common expression in English that is the exact equivalent
of the common expression in Spanish: costar trabajo + infinitivo. Example:

Me cuesta trabajo entenderte = I have trouble understanding you

Ask questions like the following:

 Do you have trouble getting up in the morning?

 Do you have trouble understanding me?
 Do you have trouble understanding English when you’re on the
phone?
 Do you have trouble following the class material?
 Does your boss have trouble communicating with his/her people?
 Did you have a lot of trouble finishing your university studies?
 Ask me if I had trouble locating this company when I first came here.
 Ask me if I had much trouble learning Spanish.
 Ask me if I had much trouble getting used to Spanish food.
 Ask me if I had a lot of trouble finding my first apartment here.
 Did you have much trouble communicating the first time you went
abroad?

39.25 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 97 (Natasha Zarakovich) When the students read, correct them at all times and insist on intonation
and good pronunciation.

39.26 Translation booklet 3 – list 18 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 6 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

214
39.27 Short answer drill and listening Students should answer the following questions with a short answer (Yes,
comprehension exercise I do... No, it’s not... Yes, there should... etc.).

No question has any relation whatsoever with the one that follows it. In
addition, many of the questions are absurd. This makes it more difficult for
the students to understand the questions, which converts the drill into not
only a short-answer drill but a good listening exercise as well.

Ask the following questions, eliciting a short answer:

Did I take you to the airport last night?

Will you try to answer my next question correctly?
Have I earned more money than Paul McCartney this year?
Were you with me at 4 am this morning?
Is there a gold coin in your pocket?
Would I be here if I were blind and deaf?
Should you make an effort to come to class on time?
Are you and I going to play tennis after class?
Does the Virgin Mary occupy an important place in Christianity?
Can I make you laugh if you don’t want to laugh?
Did Japan start a trade war with Greenland last month?
Could you speak Arabic when you were a child?
Will I stay here until midnight tonight?
Should I put all my savings in the Algerian stock market?
Was America discovered by Christopher Columbus?
Were there any ants in your kitchen last night?
Are you a human being?
Does Robert Redford live in a nice house?
Can it rain in the desert?
Did Alexander the Great conquer Canada?

39.28 Compound use of “was” and “were” Connect two ideas together, both containing “was” or “were”:

How old was your father when you were born?

Ask me how old my father was when I was born.

Continue asking about the ages of different family members when one or
another member was born. Especially ask about yourself, as this forces
the students to use “were” and “was” in the same question (How old were
you, when your brother was born?).

39.29 Review: present or 2nd conditional The following routine continues our review of the present conditional.

Teacher: I teach English because I need money.

Student: If you didn’t need any money, you wouldn’t teach.

If you don’t understand this routine,  Spain has a lot of tourists because the weather is sunny.
go back to point 29.21, where you  It takes me eight hours to go to Barcelona because I don’t fly there.
will find an explanation on  I always feel tired because I don’t take vitamins.
how to do it.  I’m not fat because I don’t drink a lot of beer.
 I have a lot of money at home because I don’t keep my money in the
bank.
 I’m always cold because I don’t wear a coat.
 I’m not tall because my father isn’t tall.
 I don’t play basketball because I’m not tall enough.
 I’m not famous because I can’t sing like Frank Sinatra.
 You don’t know English better because you don’t study more.
 I teach English because I don’t know how to do anything else.
 The earth is round because it’s not square.

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Unit 40

The next 11 final units, from unit 40 through unit 50, are a mixture of the following:

1) A constant review of points already seen above but which Spaniards typically have trouble
assimilating or getting right.

2) A greater emphasis on the translation and vocabulary lists in order to bring in forms and
expressions that are more difficult to introduce and drill in a natural way only in English.

3) A continuation of phrasal verb work, using points like those seen previously and the phrasal verb
translation lists contained in Focused Translation Booklet 3.

4) A continuation of expressions and adjective enrichment as seen in more recent points based on
inverse translations (also taken from Focused Translation Booklet 3).

5) A straight, picture-based introduction and drilling of 144 verbs that most students don’t know.

From this point on, your students may get the feeling that they are consolidating, not progressing.
This is partially true if you define “progress” as the steady learning of new things. Your students will
learn new vocabulary. However, they will not be exposed to new grammar, since the grammar that has
been taught up to now covers all the grammar they will ever need to know to speak effectively.

“Progress” can also be defined as improving on what one already should know. I’ve yet to meet any
English learner, despite his or her level, who possesses even near-native agility with even half of the
forms we’ve covered so far in this method. Therefore, the following units are, to a great extent,
designed to promote speed, agility, and naturalness of expression with the forms and structures
already seen.

To a lesser extent, the following units continue to expand vocabulary, expressions, adjectives, and
phrasal verbs.

In addition, we will continue with the short readings about Phillip, Nigel, Luigi, etc. Oral reading by
students, if done on a continuous basis, is tremendously helpful in their quest to attain good
pronunciation, intonation, and in general, language production.

A final note. We will no longer review at the beginning of each unit the numbers, for/since, telling time,
dates, etc. Surely by now, if you’ve followed the previous units faithfully, your students should be very
adroit at handling these important aspects of English. If they are not, then go back to the beginning of
any of the past units and go through the first seven or eight points.

For those teachers who are not familiar with using the translation booklets or who are opposed to
resorting to inverse translation to teach the language, let me set out the following points in defense of
this way of teaching, based on 25 years of experience:

1) Vaughan Systems has 10 translation booklets that include, in Spanish and in English, 12,000
sentences. In my own experience, I have met only two students whom I remember could not adapt
well to these lists. All the rest have benefited enormously from them.

2) Spanish people respond better to traditional techniques of learning than to the more modern
situational approaches. They adapt well to things that are meaty, cut and dry, and demanding. The
translation booklets have enjoyed huge popularity among hundreds and hundreds of students.
What’s more important, students have always done homework more often when based on these
booklets than when based on another type of assignment.

3) Finally, the translation booklets force on the student a greater wealth of structures, vocabulary,
and expressions than any teacher can ever hope to cover in a regular English class based on the
standard introduction of subject-matter. Using them is the best way to make sure that the broad
spectrum of the English language is properly covered.

216
40.1 Verb vocabulary Ask what each person is doing. Then, turn the page over and ask what
the students remember... (there was a woman scratching her back, etc.).

(Picture 98) 1. shooting a gun, firing a gun

2. climbing a ladder
3. sneezing, holding a handkerchief to his nose
4. kicking footballs (soccer balls)
5. boarding a plane
6. coughing
7. fastening his seat belt
8. lifting weights, working out
9. scratching her back, her back itches
10. locking the door
11. stretching, yawning
12. waving, waving goodbye, saying goodbye

40.2 Phrasal verbs: To leave + preposition To leave out To omit, usually by accident
To leave on To leave something activated (a light, a radio).
To leave for To set off for (a destination)
To leave up to To concede the decision making to
To leave to To concede an action to
To leave off To stop at a certain point (in a meeting, a reading).

Ask the following questions:

 Have you ever left out something important in a report?

 Do you prefer to leave out the small details when you give a general
summary?
 Do you always leave a light on in your house when you’re away on
holiday?
 Do children usually leave the light on or off in their room.
 Do little children often ask their parents to leave the light on in their
room when they go to bed?
 Do you leave your computer on when you go home after work?
 Do flights from Barajas airport leave for South America at night or in
the morning? (at night)
 Do flights leave for the U.S. at midday or at night? (midday)
 Do you prefer to leave the big problems up to your boss?
 Do you leave it up to your wife/husband to decide how to spend the
money you earn?
 When you’re away, do you leave things to your secretary or
someone else?
 Who do you leave things to when you’re away?
 Where did we leave off at the end of the last class?
 What do you say when you return to a meeting after a coffee break?

40.3 Translation booklet 3 – list 19 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 7 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

40.4 Verb vocabulary 1. cutting down a tree

2. tying her shoes
3. filing her nails
(Picture 99) 4. checking the oil
5. burying a dead man
6. cutting out a photo or picture
7. pouring water into a tank
8. sewing, using a sewing machine
9. throwing rocks or stones at a dog that is running away
10. sweeping the floor
11. hanging out the clothes (to dry)
12. cutting the grass, mowing the lawn (with a lawnmower)

217
40.5 Review: There have been Have there been any tornadoes in Madrid this year?
There has been Has there been an explosion in this building this year?
Have there been any important problems in the office today?
Has there been a crisis in the office today?
Have there been any serious traffic accidents in Madrid this month?
Has there been a religious holiday this month?
Have there been any problems with the computer system this week?

40.6 There + to be (contd.) Simply say each sentence and have your students repeat it:

There isn’t as much time as you think.

There aren’t as many opportunities now as there used to be.
There used to be a lot of opportunities.
There weren’t as many people here when I joined the company.
There haven’t been as many forest fires lately as there used to be.
There used to be a lot of forest fires every year.
There aren’t as many traffic deaths as there used to be.
There isn’t as much sand in Spain as in Saudi Arabia.
There aren’t as many people in Spain as in France.
There isn’t as much olive oil in Mexico as in Spain.
There aren’t as many camels in Spain as in Saudi Arabia.
There weren’t has many people in Madrid 20 years ago as there are now.
There isn’t as much industry in Spain as in Belgium.
There aren’t as many tourists in Belgium as in Spain.

40.7 Present perfect vs. past How many times did you take me home last month? And so far this month?
How many jokes did you tell yesterday? And so far today?
How many times did you think about Superman yesterday? And so far today?
How many important papers did you throw away yesterday? And so far today?
How many times did you wake up at 2:00 a.m. last week? And so far this week?
How many hurricanes were there in Spain last year? And so far this year?
How many different watches did you wear last week? And so far this week?
How many tennis matches did you win last month? And so far this month?
How many reports did you write last week? And so far this week?
How many aspirins did you take yesterday? And so far today?
How many times did you fall asleep in my class last week? And so far this week?
How many times did you fight with your colleagues last week? And so far this week?
How many times did you drive a tractor last year? And so far this year?
How many times did I drive you crazy last week? And so far this week?
How many times did you drive a Rolls Royce last month? And so far this month?

40.8 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 100 (Li Tong) When the students read, correct them at all times and insist on intonation
and good pronunciation.

40.9 Translation booklet 3 – list 20 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 8 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

218
40.10 Expressions Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
difficult to teach a large number of important expressions in a natural, English-only, way. The list below is
extracted from Focused Translation Booklet 3.

1. Si me pagas por adelantado, te haré un 1. If you pay me in advance, I’ll give you a
descuento. discount.

2. ¿Quién es el encargado de este proyecto? 2. Who’s in charge of this project?

3. En todo caso, creo que deberías hablar con tu 3. In any case, I think you should talk to your
jefe. boss.

4. Hice un análisis en profundidad del tema. 4. I made an in-depth analysis of the subject.

5. En resumidas cuentas, estamos en quiebra. 5. In short, we’re bankrupt.

6. En términos de beneficios, el año ha sido bueno. 6. In terms of profits, the year has been good.

7. A pesar de la escasez de agua, hemos logrado 7. In spite of the water shortage, we’ve
conservar el césped en buenas condiciones. managed to keep the grass in good
condition.

8. A la larga, todos saldremos ganando. 8. In the long run, we will all come out ahead.

9. Estaré de regreso en 15 minutos. Mientras tanto, 9. I’ll be back in 15 minutes. In the meantime,
repasad vuestros apuntes. go over your notes.

10. En teoría, el negocio va muy bien. 10. In theory, the business is going very well.

40.11 Adjective Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
enrichment difficult to teach a large number rich adjectives in a natural, English-only, way. The list below is extracted
from Focused Translation Booklet 3.

1. El lugar estaba muy abarrotado. 1. The place was very crowded.

2. Esa fue una decisión muy atrevida. 2. It was a very daring decision.

3. Estarían encantados de tenerte en su equipo. 3. They would be delighted to have you on their
team.

4. Ha sido una velada encantadora. 4. It’s been a delightful evening.

5. Ella es una persona que se merece todo. 5. She’s a very deserving person.

6. Sólo contratamos a personas discapacitadas. 6. We only hire disabled people.

7. Todo el mundo parece desanimado por aquí. 7. Everybody seems discouraged around here.

8. Los resultados podrían ser desmoralizadores. 8. The results could be discouraging.

9. Estoy decepcionado con los resultados. 9. I’m disappointed with the results.

10. Los resultados han sido decepcionantes. 10. The results have been disappointing.

40.12 Regular verbs in past & present perfect Go through the third column of picture 44 and say the verb in the present
perfect. Then the student must say it in the past form and the participle
Lately form. Insist on the best pronunciation possible. Example:

(Picture 44) Teacher: Every day I accept.

Student: Yesterday I accepted. Lately I’ve accepted (akseptid)
Teacher: Every day I act.
Pronunciation of endings Student: Yesterday I acted. Lately I’ve acted. (actid)

Go all the way down the third column

219
40.13 Mastering the interrogative This is the eighth of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
They were at home when it happened. Where were they when it happened?
I’ve seen him twice so far this week. How many times have you seen him so far
this week?
I’ve spoken to him once today. How many times have you spoken to him
today?
I speak to him about once a month. How often do you speak to him?
Christopher Columbus discovered America. Who discovered America?
He discovered America in 1492. When did he discover America?
It took him 2 months to reach the New How long did it take him to reach the New
World. World?
He took 7 Indians back to Spain. How many Indians did he take back to Spain?
He made 3 more trips to America. How many more trips did he make to
America?
He died when he was 67. How old was he when he died?
He was living in Valladolid when he died. Where was he living when he died?
He was married for 37 years. How long was he married?
His wife was 64 years old when he died. How old was his wife when he died?
It’s made of wood. What is it made of?
I feel fine, thank you. How do you feel?

40.14 Verb vocabulary 1. dusting the furniture

2. shouting at his son or at the boy
3. crossing her fingers
(Picture 101) 4. sealing the envelope
5. blowing up a balloon
6. folding a letter
7. holding a baby
8. stabbing a man in the back
9. skating or ice skating
10. stirring her coffee
11. pulling a nail out of the wall
12. sharpening his pencil

40.15 Irregular verbs in past & present perfect Follow the routine as set out in the example below the list of verbs:

do feel get hear

drink fight give hit
drive find go hold
eat fly grow hurt
fall forget have keep

Routine:

Teacher: Every day I do.

Student: Yesterday I did. Lately I’ve done.
Etc.

40.16 Review: There + to be Have your students read the sentences in Picture 102. After they have
read them, have them read them again in the negative and interrogative.

(Picture 102) Note: Not all sentences lend themselves to an automatic change into the
negative or interrogative. Modify them to help your students.

220
40.17 Negative questions - review Teacher: I am going to say sentences and you simply ask me why.

TEACHER STUDENT
You shouldn’t go there. Why shouldn’t I go there?
There isn’t going to be a party. Why isn’t there going to be a party?
I don’t consider myself qualified. Why don’t you consider yourself qualified?
It’s not ready. Why isn’t it ready?
You weren’t told anything. Why wasn’t I told anything?
It shouldn’t be done. Why shouldn’t it be done?
He hasn’t come yet. Why hasn’t he come yet?
I wasn’t there. Why weren’t you there?
He never gets tired. Why doesn’t he ever get tired?
They’ve never met him. Why haven’t they ever met him?
It never snows here. Why doesn’t it ever snow here?
They aren’t planning to come. Why aren’t they planning to come?
Pepe’s isn’t as good as mine. Why isn’t Pepe’s as good as yours?
I didn’t do it. Why didn’t you do it?
It’s not over yet. Why isn’t it over yet?

40.18 Phrasal verbs: To call + preposition To call up To telephone (someone)

To call off To cancel
To call on To pay a visit to (normally a professional visit)
To call for To demand (a strong effort, firm action, etc.)

Ask the following questions:

 Did you call me up last night?

 Ask me if I tried to call you up last night?
 Did you call off a meeting scheduled for today?
 Have you ever called off a meeting?
 Has a football match ever been called off because of rain?
 Do pharmaceutical salesmen call on doctors or on pharmacists?
 Do doctors still call on patients in their homes?
 Do you call on customers.
 Do suppliers call on you?
 Do suppliers usually call up their customers before calling on them?
 Does the present situation of this company call for extreme action?
 Would a suprise attack on Spain call for immediate mobilization?
 Does learning English call for making a strong effort?

40.19 Translation booklet 3 – list 21 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 9 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

40.20 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 103 (Ana Barghini) When the students read, correct them at all times and insist on intonation
and good pronunciation.

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Unit 41

41.1 It takes...  How long has it taken you to reach Unit 41?
 How long would it have taken you if you had had two hours of class
daily?
 Ask me how long it took to draw up this method. (3 months)
 Ask me how long it took the Germans to defeat France in the
Second World War. (3 weeks)
 Ask me how long it will take me to go to my next class.
 Ask me how long it would take me if I could fly like Peter Pan.
 Ask me how long it takes to drive from Miami to Seattle. (6 days)
 Ask me how long it takes to drive from London to Manchester. (3 and
a half hours)
 Ask me how long it took the United States to win independence from
Great Britain. (7 years)
 Ask me how long it took the North to defeat the South in the
American Civil War. (4 and a half years)

41.2 Phrasal verbs: To pass + preposition To pass out (1) To faint

To pass out (2) To distribute, hand out, give out
To pass up To let an opportunity or similar go by
To pass away To die of natural causes
To pass through To cross (an intersection, a gate, etc.)
To pass by (1) To pass near
To pass by (2) To stop by, to drop by, to pay a visit en route

Ask the following questions:

 Have you ever passed out?

 What would happen to you if you drank two bottles of whiskey?
 What happens if your blood pressure falls dramatically?
 Did I pass out a homework assignment at the end of the last class?
 Have you ever passed up a good opportunity?
 If the company offered you the top job here, would you take it or
pass it up?
 How old was Franco when he passed away? (82)
 Have any relatives of yours passed away in the last 12 months?
 How many important intersections do you pass through on your way
to work in the morning?
 Do you pass through any tunnels on the way here?
 Do you pass by a Burger King?
 Do you pass by the Moncloa Palace?
 Did you pass by my house last night to give me anything?
 Did you pass by your boss’s office before coming to this class?

41.3 Translation booklet 3 – list 22 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 10 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

41.4 Verb vocabulary 1. ironing, ironing clothes

2. lighting a cigarette
3. untying or undoing a knot
(Picture 104) 4. blessing the wine
5. tightening a screw (insist of proper pronunciation: “scru”)
6. loosening a screw
7. tearing up a picture or photo
8. tearing out a sheet or piece of paper
9. writing down a license plate number
10. pushing a car over a cliff
11. sticking a stamp on an envelope
12. shaking hands

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41.5 Expressions Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
difficult to teach a large number of important expressions in a natural, English-only, way. The list below is
extracted from Focused Translation Booklet 3.

1. En vista de los problemas, he decidido 1. In view of the problems, I’ve decided to

cancelarlo. cancel it.

2. ¿Me lo podrías dar por escrito, por favor? 2. Could you give it to me in writing please?

3. Da igual que seas alto o bajo. 3. It doesn’t matter whether you’re tall or short.

4. Trae tu agenda por si acaso. 4. Bring your agenda just in case.

5. Hemos perdido el contacto debido a un 5. We’ve lost contact on account of a

malentendido. misunderstanding.

6. Sin duda tienes noticia de los cambios recientes. 6. No doubt you’ve heard about the recent
changes.

7. Lo hice a propósito. 7. I did it on purpose.

8. En nombre de la Dirección, quiero agradecer a 8. On behalf of the management, I want to thank

todos los empleados los excelentes resultados. all the employees for the excellent results.

9. Tuve un accidente camino de la oficina. 9. I had an accident on the way to the office.

10. En términos generales, estoy de acuerdo con el 10. On the whole, I agree with the plan.
plan.

41.6 Adjective Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
enrichment difficult to teach a large number rich adjectives in a natural, English-only, way. The list below is extracted
from Focused Translation Booklet 3.

1. El desenlace final es dudoso. 1. The final outcome is doubtful.

2. El resto del camino es cuesta abajo. 2. The rest of the way is downhill.

3. El discurso fue aburrido. 3. The speech was dull.

4. Me siento tonto cuando trato de hablar alemán. 4. I feel dumb when I try to speak German.

5. Estoy ansioso de conocer los resultados. 5. I’m eager to know the results.

6. Me siento un poco violento cuando hablo alemán. 6. I feel a little embarrassed when I speak
German.

7. Fue una situación violenta. 7. It was an embarrassing situation.

8. Los resultados son alentadores. 8. The results are encouraging.

9. Hemos sufrido una cadena interminable de 9. We’ve suffered an endless chain of delays.
retrasos.

10. Hemos pasado una velada muy agradable. 10. We’ve spent a very enjoyable evening.

41.7 Translation booklet 3 – list 23 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 11 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

223
41.8 Review: There + to be Read the paragraph in Picture 105 and then have your students read it as
well. You might want to dictate it, depending on how well your students
seem to grasp “there + to be”
(Picture 105)

41.9 Past or 3rd conditional  Would you have come today if you had had a 39-degree fever?
 How long would you have waited for me if I hadn’t shown up for
class?
 How would you have come today if your car hadn’t started?
 Would you have voted in the last elections if you had had a broken
leg?
 Would have called the office if you had overslept this morning?
 Ask me if I would have come to Spain if I had had a good job in my
country.
 Ask me if I would have come to Spain if my parents had been ill.
 Ask me if I would have come to Spain if I had already known
Spanish perfectly.
 Ask me if I would have come to Spain if I had been offered a good
job in my country.
 Ask me if I would have called you if I had known I was going to arrive
late.

41.10 ever - never Drill work The following is a list of questions that you should ask your students. All the questions
ask about things that your students have never done or things that have never
happened. Elicit the negative with “never”. Insist on the contraction “I’ve” or “he’s” or
“it’s”, etc.

When was the last time you put a lemon in your coffee?
When did you last read a book by Saddam Hussein?
When was the last time the sun rose in the west?
When was the last time you ran 50 kilometers in one day?
When was the last time you saw an Indonesian calendar?
When did you last sell a Persian rug?
When did you last send a Christmas card to my sister?
When did you last set objectives for the bank of Spain?
When did you last shut a door on my finger?
When did you last sit on top of a bus?
When did you last sleep in a prison?
When did you last speak to me about the problems in Angola?
When did you last spend the night with a movie star?
When did you last stand on this table?
When did you last steal a car?
When did you last take me to the airport?
When did you last teach me Spanish?
When did you last tell me a joke about Robert Redford?
When did you last think about the economic situation in Tunisia?
When was the last time you threw away a valuable painting?

41.11 Verb vocabulary 1. praying (a nun)

2. getting into his car
3. getting out of his car
(Picture 106) 4. adding up numbers
5. getting on the bus
6. getting off the bus
7. getting on the elevator or lift
8. getting off the elevator of lift
9. breathing through or with an oxygen mask
10. blowing out the candles
11. giving a speech
12. measuring the sleeve on the man’s jacket

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41.12 Translation booklet 3 – list 24 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 12 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

41.13 Phrasal verbs: To keep + preposition To keep up (with) To maintain the pace, to stay with the times
To keep out To maintain outside of
To keep away To maintain someone or something at a distance
To keep __ up To cause someone to remain awake
To keep on To insistently continue
To keep __ from To avoid someone or something from doing
something

Ask the following questions:

 Do you make an effort to keep up with the changes in technology?

 Can you keep up with the pace in this class?
 Should I keep up a slow pace or a fast pace?
 If you ran a marathon, could you keep up with the leaders?
 Do you try to keep non-essential meetings out of your agenda?
 Why do some people install double windows?
 Why do some people place rat poison in their house?
 Why do some people put a sign on their door saying “No solicitors”?
 Why do some people wear mosquito repellent?
 Has a baby ever kept you up all night?
 Have you ever had a plumbing problem that kept you up all night?
 Have you ever known a person who kept on calling you even though
you told them to stop?
 When the big boss enters the meeting room, do the people stop
talking or keep on talking?
 In large university classes here, do all students stop talking when the
professor arrives or do some keep on talking?
 Do some people take vitamin C to keep from gaining weight or to
keep from catching colds?
 Do you lock a door to keep people from getting in or to keep people
from getting out? (it depends)
 Do people install double windows to keep the noise from coming in
or to keep the noise from going out?

41.14 not as much as vs. less In English, it’s more common to make a negative, or backward
not as many as vs. fewer comparison, than a straight-forward comparison. Example:

It’s more common to say: I don’t have as much money as you… than to
say: I have less money than you.

In the following routine, the teacher states the less common form and the
student must come back with the more common one:

Teacher: There is less water in Syria than in England.

Student: There isn’t as much water in Syria as in England.

Teacher: There are fewer olive trees in Brazil than in Spain.

Student: There aren’t as many olive trees in Brazil as in Spain.

To facilitate this routine, I recommend that you take two countries, for
example, Syria and Spain, and follow the above routine comparing the
two countries regarding:

people camels rain

sunlight oil (petroleum) Bedouins
factories flamenco dancers coastline
sand olive trees ports
bulls olive oil industry

225
41.15 Expressions Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
difficult to teach a large number of important expressions in a natural, English-only, way. The list below is
extracted from Focused Translation Booklet 3.

1. Las cosas están empezando a escapar de 1. Things are starting to get out of control.
nuestro control.

2. ¿Crees que vale la pena? 2. Do you think it’s worth it?

3. Me siento algo fuera de lugar aquí. 3. I feel somewhat out of place here.

4. Llegaron sanos y salvos. 4. They arrived safe and sound.

5. Antes de entrar en esta empresa, yo era 5. Prior to joining this company, I was self-
autónomo. employed.

6. Tardé mucho en romper el hielo con él. 6. It took me a long time to break the ice with
him.

7. Estoy dispuesto a hacer lo que sea siempre que 7. I’m willing to do anything as long as it’s legal.
sea legal.

8. Hasta cierto punto, estoy de acuerdo contigo. 8. To a certain extent, I agree with you.

9. Aquello fue la gota que colmó el vaso. 9. That was the last straw.

10. ¿Quién lleva la voz cantante aquí? 10. Who runs the show here?

41.16 Adjective Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
enrichment difficult to teach a large number rich adjectives in a natural, English-only, way. The list below is extracted
from Focused Translation Booklet 3.

1. Estoy completamente agotado. 1. I’m completely exhausted.

2. No creo que hayas sido justo en esta decisión. 2. I don’t think you’ve been fair in that decision.

3. Somos fieles a los principios de nuestro 3. We are faithful to the principles of our
fundador. founder.

4. Este plan no es económicamente viable. 4. The plan isn’t feasible.

5. Esta habitación está horriblemente sucia. 5. This room is filthy.

6. Ese hombre está forrado de dinero. 6. That man is filthy rich.

7. Necesito un intérprete de primera. 7. I need a first-rate interpreter.

8. El sótano está inundado. 8. The basement is flooded.

9. Soy plenamente consciente del problema. 9. I’m fully aware of the problem.

10. Ella es una niña superdotada. 10. She’s a gifted girl.

41.17 Translation booklet 3 – list 25 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 13 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

226
41.18 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 107 (Nancy Johnson) When the students read, correct them at all times and insist on intonation
and good pronunciation.

41.19 Regular verbs in past & present perfect Go through the first column of picture 44 and say the verb in the present
tense. Then the student must say it in the past form and in the present
perfect. Insist on the best pronunciation possible. Example:
( Picture 44)
Teacher: Every day I agree
Student: Yesterday I agreed
Pronunciation of endings Teacher: Every day I allow
Student: Yesterday I allowed

Go all the way down the first column

41.20 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

know lose put run

lead make quit say
leave mean read see
lend meet ring sell
let pay it rises send

Routine:

Teacher: Every day I know.

Student: Yesterday I knew. Lately I’ve known.
Etc.

41.21 Short answer drill and listening Students should answer the following questions with a short answer (Yes,
comprehension exercise I do... No, it’s not... Yes, there should... etc.).

No question has any relation whatsoever with the one that follows it. In
addition, many of the questions are absurd. This makes it more difficult for
the students to understand the questions, which converts the drill into not
only a short-answer drill but a good listening exercise as well.

Ask the following questions, eliciting a short answer:

Could I go from here to your house and back in 10 minutes?

Will the Pope live for 40 more years?
Should this class be conducted only in English?
Have your feet been giving you problems lately?
Was Snow White saved by a prince?
Has there been an important new event this week?
Would your relatives ask you for money if you won the lottery?
Is your house in Madrid?
Do you belong to the Ku Klux Klan?
Can the president of Spain appoint and dismiss ministers?
Did the Beatles make a lot of money when they were together?
Could Greece defeat the United States in a nuclear war?
Will Bill Gates ever become the president of Spain?
Should we show respect toward older people?
Has your boss had any health problems lately?
Were you and I together last night at 10 p.m.?
Have there been many earthquakes in the world in the past 100 years?
Would you and I be here if the English language didn’t exist?
Can dogs speak?
Did John Lennon invent the telephone?

227
Unit 42

42.1 Present or 2nd conditional  Ask me if I would be here if I couldn’t speak English.
 Ask me if I would retire if I won 10 million dollars.
 Ask me if I would leave Spain if I lost my job.
 Ask me if I would teach better if I earned double.
 Ask me if I would join this company if they offered me a job.
 Ask me if I would get into politics if an opportunity arose.
 Ask me if I would come to this class if I had a 38-degree fever.
 Ask me if I would live here if the climate were hot and humid.
 Ask me if I would wear a wig if I lost all my hair.
 Ask me if I would get angry with you if you missed a lot of classes.

42.2 Past or 3rd conditional Elicit the exact same questions as above. However, insert “yesterday”,
“last year”, etc. in order to elicit the questions in the past conditional.

42.3 Possessive Read the following sentences in Spanish, eliciting the English response given in the right column.
pronouns

¿Dónde está el mío? Where’s mine?

¿Quién tiene el de Pepe? Who has Pepe’s?

Los míos y los de él son muy parecidos. Mine and his are very similar.

Los nuestros no fueron elegidos. Ours weren’t chosen.

¿Por qué son más grandes los tuyos que los míos? Why are yours bigger than mine?

El de ellos es del mismo color que el de ella. Theirs is the same color as hers.

Los de Pepe no llegarán hasta finales de mes. Pepe’s won’t arrive until the end of the month.

Estos se parecen mucho a los de él. These look a lot like his.

¿De quién son estos? Whose are these?

¿De quiénes eran los que vi ayer? Whose were the ones I saw yesterday?

42.4 Verb vocabulary 1. whistling

2. combing her hair
3. changing a tire
(Picture 108) 4. putting on a tie
5. trying on a dress
6. putting out a fire, pouring water on a fire
7. shaving
8. replacing the door handle
9. holding the dog, keeping the dog away from the man, dog barking...
10. packing a suitcase or bag, preparing the luggage
11. leading his troops into battle
12. peeling an orange

42.5 Translation booklet 3 – list 26 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 14 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

228
42.6 Present perfect vs. past How many people did you take to the zoo last month? And so far this month?
How many times did you take me to the airport last year? And so far this year?
How many UFOs did you see last month? And so far this month?
How many classes did you miss last week? And so far this week?
How many funny jokes did you hear yesterday? And so far today?
How many times did you make my bed last week? And so far this week?
How many times did you teach me Spanish last year? And so far this year?
How many beautiful Japanese women did you meet last week? And so far this week?
How many times did you go shopping last month? And so far this month?
How many onions did you eat last week? And so far this week?
How many times did you lead a meeting last week? And so far this week?
How many speeches did you give last month? And so far this month?
How many boxing matches did you attend last year? And so far this year?
How many aspirins did you take yesterday? And so far today?
How many fines did you pay last year? And so far this year?

42.7 Phrasal verbs: To stay + preposition To stay up To remain awake at home until late
To stay out To remain awake away from home until late
To stay in To remain at home and not go out
To stay away (from) To maintain a distance from
To stay out of To maintain oneself free of something bad
To stay on To remain provisionally in a position

Ask the following questions:

 Do you like to stay up late at night?

 Is it easy or difficult for you to stay up beyond midnight?
 Do you usually stay up to listen to late-night radio programs?
 How late do teenagers stay out in Madrid?
 How late do you usually stay out when you go out in the evening?
 Do most people in Madrid stay out after midnight on Saturday?
 Do you prefer to stay in or to go out on rainy weekends?
 Do you usually stay in or go out when the weather is cold?
 What do you do on the weekends when you have a strong cold?
 Do you stay away from dangerous areas in the city?
 Do you stay away from parks at night?
 Do you stay away from people who look strange?
 Have you ever told anyone to stay away from your family?
 Do you manage to stay out of trouble?
 Do most teenagers get into trouble or stay out of trouble?
 If you decided to leave this company, would you leave immediately
or stay on until a replacement were found?
 How long does the U.S. president stay on if he loses reelection? (2
months).

42.8 Still / yet Read the following sentences in Spanish, eliciting the English response given in the right column.
already / anymore

No hemos empezado todavía. We haven’t started yet. (begun)

Todavía estamos esperando. We’re still waiting.

¿Has comido ya? Have you eaten yet?

Ya he comido. I’ve already eaten.

No he comido todavía. I haven’t eaten yet.

¿Has terminado el informe ya? Have you finished the report yet?

No lo he terminado todavía. I haven’t finished it yet.

Ya lo he terminado. I’ve already finished it.

Todavía estoy trabajando en ello. I’m still working on it.

Ya no estoy trabajando en ello. I’m not working on it anymore.

229
42.9 Regular verbs in past & present perfect Go through the second column of picture 44 and say the verb in the
infinitive. Then the student must say it in the past form. Insist on the best
pronunciation possible. Example:
( Picture 44)
Teacher: Every day I ask
Student: Yesterday I asked (askt)
Pronunciation of endings Teacher: Every day I check
Student: Yesterday I checked (checkt)

Go all the way down the second column

42.10 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

set spend tell win

shut stand think write
sit steal throw become
sleep take understand begin
speak teach wear blow

Routine:

Teacher: Every day I set.

Student: Yesterday I set. Lately I’ve set.
Etc.

42.11 Translation booklet 3 – list 27 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 15 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

42.12 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 109 (Luigi Barghini) When the students read, correct them at all times and insist on intonation
and good pronunciation.

42.13 Gerunds & Read the following sentences in Spanish, eliciting the English response given in the right column.
infinitives

El fumar es malo para la salud. Smoking is bad for your health.

No recomiendo ir allí. I don’t recommend going there.

No te recomiendo que vayas allí. I don’t recommend your going there.

Espero con ilusión volver a verles. I’m looking forward to seeing them again.

Me gusta jugar al ajedrez. I enjoy playing chess.

Me gusta jugar al ajedrez. I like to play chess.

Me gusta jugar al ajedrez. I like playing chess.

Me gustaría jugar al ajedrez. I would like to play chess.

Intenta hacerlo de esta manera. Try to do it this way.

Prueba haciéndolo de esta manera. Try doing it this way.

230
42.14 Mastering the interrogative This is the ninth of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
Morgan did it. Who did it?
He did it last night. When did he do it?
I have 3 pages left. How many pages do you have left?
Two million dollars was donated to the fund. How much money was donated to the fund?
The police caught him in the train station. Where did the police catch him?
The meeting took place in the boardroom. Where did the meeting take place?
I’ll talk to him tomorrow. When will you talk to him?
Three bodies have been rescued so far. How many bodies have been rescued so far?
This letter is for Patricia. Who is this letter for?
This letter is addressed to Carol. Who is this letter addressed to?
I’ll be ready in 10 minutes. When will you be ready?
I didn’t go because I had to work. Why didn’t you go?
He’s working for Peter Jones. Who is he working for?
It will be finished next week. When will it be finished?
I saw a spider. What did you see?

42.15 Verb vocabulary 1. picking up a book (is he picking it up with his left or right hand?)
2. putting on makeup
3. melting
(Picture 110) 4. chasing a rabbit
5. rescuing a woman
6. towing a car (a tow truck)
7. squeezing a lemon
8. bouncing
9. boiling
10. throwing away a banana peel
11. lying on the sofa reading a magazine
12. backing into his garage

42.16 Translation booklet 3 – list 28 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 16 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

42.17 Possessive Read the following sentences in Spanish, eliciting the English response given in the right column.
pronouns
¿De quién es este libro? Whose book is this?
Antes era mío pero ahora es de Pepe. It used to be mine but now it’s Pepe’s.
El mío es el que está en el estante. Mine is the one on the shelf.
El de ellos es el azul. Theirs is the blue one.
El verde antes era mío. The green one used to be mine.
El de ella es el que está en el suelo. Hers is the one on the floor.
El tuyo se perdió. Yours was lost.
Los nuestros son mucho más brillantes que los Ours are much brighter than his.
de él.
El de ella no llegó a tiempo para ser incluido. Hers didn’t arrive in time to be included.
¿Por qué fue excluido el nuestro? Why was ours excluded? (left out)

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42.18 Phrasal verbs: To bring + preposition To bring up (1) To rear, raise, educate
To bring up (2) To introduce a point or an idea
To bring out To make apparent or more apparent
To bring about To cause to happen

Ask the following questions:

 Is it easy or difficult to bring up children today?

 Where were you brought up?
 Did you have a difficult upbringing?
 Were you brought up by your parents or by your grandparents?
 Did you bring up an important topic in the last meeting you attended?
 Did anyone bring up the subject of your salary in the last meeting
you attended?
 Does your boss bring out the best in you?
 Does your company’s culture bring out the best in its people?
 Does my influence bring out certain qualities in you?
 Did Franco’s death bring about changes in Spanish society?
 If you were named Chairman of this company, would you bring about
sweeping changes?

42.19 the more... the more Ask you students to answer in complete sentences:

 Is it true or not true that the more you work the more you earn?
 Is it true or not true that the faster you drive the sooner you arrive?
 Is it true or not true that the less you smoke the better you feel?
 Is it true or not true that the more you drink the drunker you get?
 Is it true or not true that the longer you live the later you die?
 Is it true or not true that the more you study the more you learn?
 Is it true or not true that the more you sleep the better you feel?
 Is it true or not true that the smarter you work the more you earn?
 Is it true or not true that the less it rains the drier everything gets?
 Is it true or not true that the more you eat the fatter you get?
 Is it true or not true that the more it snows the colder it gets?
 Is it true or not true that the slimmer you are the healthier you are?
 Is it true or not true that the more you’re with me the more you learn?
 Is it true or not true that the longer a river is the faster the water
flows?
 Is it true or not true that the more money you make the richer you
become?
 Is it true or not true that the more debts you accumulate the more
money you have?
 Is it true or not true that the foggier it is the more dangerous it is to
drive?
 Is it true or not true that the more vitamins you take the better you
feel?

42.20 Translation booklet 3 – list 29 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 17 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

42.21 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 111 (Ronny Perkins) When the students read, correct them at all times and insist on intonation
and good pronunciation.

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Unit 43

43.1 Past or 3nd conditional Teacher: I taught English last year because I needed money.
Student: If you hadn’t needed money last year, you wouldn’t have
taught English.

 I did it because she told me to do it.

 I left the question blank because I didn’t know the answer.
 I failed the exam because I didn’t have time to study for it.
 The man died because his wife poisoned him.
 The boy was violent because he grew up in a bad neighborhood.
 I lost my hat because the wind was blowing very hard.
 Billy the Kid became an outlaw because he didn’t enjoy working.
 The meeting was called off because the Chairman was ill.
 I felt embarrassed because I didn’t understand the joke.
 It arrived late because I didn’t send it by airmail.

43.2 Still / yet Read the following sentences in Spanish, eliciting the English response given in the right column.
already / anymore
¿Sigues saliendo con ella? Are you still going out with her?
Todavía salgo con ella. I’m still going out with her.
Ya no salgo con ella. I’m not going out with her anymore.
Ya la he dejado. I’ve already left her.
No la he dejado todavía. I haven’t left her yet.
¿Ha llegado ya el tren? Has the train arrived yet?
No ha llegado todavía. It hasn’t arrived yet.
Todavía está en camino. It’s still on the way.
Ya ha llegado. It’s already arrived.
Ya no está en camino. It’s not on the way anymore.

43.3 Phrasal verbs: To fall + preposition To fall off To fall from something you are on
To fall out of To fall from something you are in
To fall into To fall and enter something
To fall down To fall to the ground while walking or running
To fall over To fall to the surface to which it is attached
To fall behind To digress relative to other people
To fall through To fail, to come to no end

Ask the following questions:

 Have you ever fallen off a stage?

 Do people often fall off train platforms?
 Did you fall off a chair when you were little?
 Have you ever fallen out of a second-story window?
 Did you fall out of a tree when you were little?
 Did you ever fall out of your crib when you were a baby?
 Have you ever fallen out of your bed?
 Have you ever fallen into a swimming pool?
 Do you know someone who often falls into a depression?
 Has the economy fallen into a recession?
 What would happen to you if I pushed you very hard from behind?
 Did you fall down a lot when you were learning how to walk?
 Have you ever fallen down on an icy street?
 What is going to happen to the Leaning Tower of Pisa someday?
 Has the Statue of Liberty ever fallen over?
 What can happen to a domino if you set it upright?
 If you miss a lot of classes, will you fall behind?
 If you ran a marathon, would you slowly move ahead or fall behind
the leaders in the race?
 Did Hitler’s grand plans fall through?
 Did the plans you had for this weekend fall through?

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43.4 Translation booklet 3 – list 30 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 18 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

43.5 Negative Read the following sentences in Spanish, eliciting the English response given in the right column.
questions
¿Por qué no está hecho de madera? Why isn’t it made of wood?
¿Por qué no están aquí? Why aren’t they here?
¿Por qué no está ella contigo? Why isn’t she with you?
¿Por qué no está él trabajando? Why isn’t he working?
¿Por qué no somos los número uno? Why aren’t we number one?
¿Por qué no estuviste allí? Why weren’t you there?
¿Por qué no fue más fácil? Why wasn’t it easier?
¿Por qué no estaba donde yo lo puse? Why wasn’t it where I put it?
¿Por qué no estaba él listo? Why wasn’t he ready?
¿Por qué no estaban aquí cuando llegué? Why weren’t they here when I arrived?

43.6 Short answer drill and listening Students should answer the following questions with a short answer.
comprehension exercise
No question has any relation whatsoever with the one that follows it. In
addition, many of the questions are absurd. This makes it more difficult for
the students to understand the questions, which converts the drill into not
only a short-answer drill but a good listening exercise as well.

Ask the following questions, eliciting a short answer:

Could the three musketeers speak Chinese?

Will you and I fly to Siberia tomorrow?
Should the king of Spain become more active in politics?
Was I your teacher last year?
Is there a dead body in the trunk (boot) of your car?
Would your boss be worried if you were ill?
Is your boss going to resign soon?
Do I make your life difficult?
Can Bill Clinton speak 23 languages fluently?
Did you and I have dinner out together last month?
Could your great grandfather speak German?
Will the stars be explored by man during our lifetime?
Should a lady always carry a gun?
Have you taken part in a rebellion lately?
Were the French allies of England during the First World War?
Are there any famous criminals in your family?
Would the queen of Spain remarry if her husband died?
Is Joan of Arc a famous person in French history?
Does Madonna earn more money than you?
Can you and I live without eating?
Did you see a UFO last year?
Could you and I speak English when we were 2 months old?
Will the countries in Europe disappear in the next 30 years?
Should the police get tough with people who don’t pay their taxes?
Have I ever spoken to you about my family?
Was your mother over 30 when you were born?
Has there been a plane crash in the news this week?
Would you be afraid if I pointed a gun at you?
Are Mexico and Argentina Spanish-speaking countries?
Do you believe in ghosts?
Did the New York Times publish an article about you last week?
Will you call me tonight before going to bed?
Should priests lead virtuous lives?
Have you and I ever flown together in the same airplane?
Was I the first person you thought about when you got up this morning?

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43.7 Verb vocabulary 1. digging a hole, burying a bone
2. dripping (faucet, tap)
3. bleeding, his knee is bleeding
(Picture 112) 4. snoring
5. begging (her to do something)
6. wrapping
7. surrendering, holding a white flag
8. overflowing
9. unwrapping
10. arguing, having an argument, shouting at each other
11. dragging her, dragging her by the hair
12. dying, receiving the last rites

43.8 Translation booklet 4 – list 1 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 19 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

43.9 Phrasal verbs: To drop + preposition To drop by To pay a short visit for a specific purpose
To drop in (on) To appear for a more extended visit
To drop off To leave someone at a requested location
To drop out To abandon a course or an organization

Ask the following questions:

 Have you ever dropped by my house to give me something?

 Can you drop by my house next week to have a drink?
 Would you drop by my house to have a drink if you lived only a block
away?
 Did you drop by your boss’s office on the way here today?
 Do you like to drop in on friends unannounced?
 Has anyone ever dropped in on you when you were having dinner?
 If I took you home in your car, where would to tell me to drop you
off?
 Ask me where I would tell you to drop me off if you took me home.
 When you pick up a foreign executive at the airport, do you usually
drop him off at the hotel or at the office?
 Are you planning to drop out of the English program?
 Have you ever dropped out of a course?
 Do you feel like dropping out of society?

43.10 Expressions Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
difficult to teach a large number of important expressions in a natural, English-only, way. The list below is
extracted from Focused Translation Booklet 3.

Tarde o temprano, te arrepentirás de haberlo hecho. Sooner or later, you’ll regret having done it.
Estuve en contacto con él ayer. I was in touch with him yesterday.
Siempre les confundo. Se parecen mucho. I always get them mixed up. They look a lot alike.
Ganaremos más tiempo si se lo mandamos por fax. We’ll gain more time if we fax it to them.
El proyecto empezó con buen pié. The project got off to a good start.
El proyecto empezó con mal pié. The project got off to a bad start.
No puedo deshacerme de este resfriado. I can’t get rid of this cold.
Vigílale. Personalmente, no me fío de él. Keep an eye on him. Personally, I don’t trust him.
Ten presente que deben estar listos para mañana. Keep in mind that they must be ready by
tomorrow.

Tendré que recurrir a enchufes para conseguir eso. I’ll have to pull some strings to get that.

235
43.11 Adjective Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
enrichment difficult to teach a large number rich adjectives in a natural, English-only, way. The list below is extracted
from Focused Translation Booklet 3.

El es un chico muy guapo. He’s a very good-looking boy.

No estoy dispuesto a apoyarles. I’m not willing to support them.
Estoy muy agradecido por tu ayuda. I’m very grateful for your help.
El es de una familia adinerada. He’s from a wealthy family.
No seas avaro. Don’t be greedy.
Es un hombre muy apuesto. He’s a very handsome man.
Soy un poco duro de oído. I’m a little hard of hearing.
Esto podría ser perjudicial para mis intereses. This could be harmful to my interests.
El es una persona muy trabajadora. He’s a very hard-working person.
No me gustan los teléfonos móviles, pero a veces I don’t like cellular phones, but they come in
resultan útiles. handy at times.

43.12 Present or 2nd conditional Logical conclusions:

Teacher: He’s fat because he eats too much.

Student: If he didn’t eat so much, he wouldn’t be so fat.

 He travels to Paris often because he has a mistress there.

 His wife is asking for a divorce because she knows about it.
 Eggs break because there are fragile.
 I feel fine because I don’t have a headache.
 The weather is nice because it’s not cold and windy.
 I wear a watch because I need to know the time.
 Candles come in handy because the electricity goes out sometimes.
 He never invites girls out because he’s very shy.
 She uses butter because she doesn’t like margarine.
 I’m poor because I’m not rich.

43.13 Translation booklet 4 – list 2 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 20 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

43.14 Possessive Read the following sentences in Spanish, eliciting the English response given in the right column.
pronouns
El de ellos estaba encima del mío. Theirs was on top of mine.
El libro de María está al lado del tuyo. Mary’s book is next to yours.
El vuestro fue rechazado. Yours was rejected.
El de él fue aceptado. His was accepted.
París es famoso por su arte. Paris is famous for its art.
Tu libro y el mío están hechos de un material Your book and mine are made of a similar
parecido. material.
El nuestro ganó el primer premio. Ours won the first prize.
El tuyo ni siquiera recibió un premio de Yours didn’t even receive a consolation prize.
consolación.
Mi libro es mío y es para mí. My book is mine and it’s for me.
Tu libro es tuyo y es para ti. Your book is yours and it’s for you.

236
43.15 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 113 (Aki Morita) When the students read, correct them at all times and insist on intonation
and good pronunciation.

43.16 Verb vocabulary 1. walking, looking back, about to run into a tree
2. driver letting off the passenger, the man is getting out of the car
3. picking up his toys and putting them away
(Picture 114) 4. trying to keep up, falling behind
5. leaning against the wall
6. making out a check, writing a check
7. knocking down a wall, demolishing a wall
8. taking apart a model airplane
9. stepping on a spider
10. rubbing a magic lamp
11. threatening the other man
12. tasting the wine

43.17 Phrasal verbs: To show + preposition To show up (for) To appear for an event in which you are expected
To show off To flaunt qualities or possessions
To show around To escort someone showing him things you know
To show through To reveal its true nature despite façades

Ask the following questions:

 When was the last time I didn’t show up for class?

 Does your boss often show up late for work?
 Ask me if I’ve ever had a class in which no one showed up.
 If I showed up dressed as a woman/man, would you recognize me?
 When you buy a new car, do you like to show it off?
 Is your boss a show-off by nature?
 Do you know anybody who is always showing off?
 Do you often have to show visitors around the office?
 Have you ever shown a foreign delegation around a factory?
 Do you have enough time tomorrow to show me around Madrid?
 Does your boss’s real personality show through when he’s angry?
 When a poor man becomes rich, does his humble background often
show through?

43.18 Translation booklet 4 – list 3 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 21 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

43.19 Past or 3rd conditional  Would you have called the office this morning if you had overslept?
 Would you have apologized to your boss if you had arrived late?
 Would this company have hired you if you hadn’t known any
English?
 Would you have joined this company if the salary had been
considerably lower?
 Would you have joined this company if it had been located in
Barcelona?
 Would you have gone to the doctor last week if you had had a 40-
degree fever?
 Would Columbus have discovered America if the Spanish monarchs
hadn’t financed the project?
 Would you have come to class today if you had had a strong
headache?

237
43.20 Possessive Read the following sentences in Spanish, eliciting the English response given in the right column.
pronouns
Mi libro es mío y es para mí. My book is mine and it’s for me.
Tu libro es tuyo y es para ti. Your book is yours and it’s for you.
Su libro (de él) es suyo y es para él. His book is his and it’s for him.
Su libro (de ella) es suyo y es para ella. Her book is hers and it’s for her.
Nuestro libro es nuestro y es para nosotros Our book is ours and it’s for us.
Vuestro libro es vuestro y es para vosotros. Your book is yours and it’s for you.
Su libro (de ellos) es suyo y es para ellos. Their book is theirs and it’s for them.
Mis libros son míos y son para mí. My books are mine and they’re for me.
Tus libros son tuyos y son para ti. Your books are yours and they’re for you.
Sus libros (de él) son suyos y son para él. His books are his and they’re for him.
Sus libros (de ella) son suyos y son para ella. Her books are hers and they’re for her.
Nuestros libros son nuestros y son para nosotros. Our books are ours and they’re for us.
Vuestros libros son vuestros y son para vosotros. Your books are yours and they’re for you.
Sus libros (de ellos) son suyos y son para ellos. Their books are theirs and they’re for them

43.21 Gerunds & Read the following sentences in Spanish, eliciting the English response given in the right column.
infinitives
Tuvimos una oportunidad de ir allí. We had an opportunity to go there.
La posibilidad de ganar el premio es bastante The possibility of winning the award is quite
remota. remote.
Debe de haber una manera de hacerlo. There must be a way to do it.
Empecé a hacerlo hace años. I started doing it years ago.
Empecé a hacerlo pero luego me paré. I started to do it but then I stopped.
Odio asistir a esas reuniones. I hate attending those meetings.
Me encanta dar paseos a lo largo de la playa. I love taking walks along the beach.
Me encanta dar paseos a lo largo de la playa. I love to take walks along the beach.
Me encantaría dar un paseo a lo largo de la I would love to take a walk along the beach.
playa.
Esa empresa continua dándonos problemas. That company continues giving us problems.
Esa empresa continua dándonos problemas. That company continues to give us problems.

43.22 Still / yet Read the following sentences in Spanish, eliciting the English response given in the right column.
already / anymore
¿Todavía me quieres? Do you still love me?
Todavía te quiero. I still love you.
Ya no te quiero. I don’t love you anymore.
Ya he encontrado a otra mujer. I’ve already found another woman.
¿Le has visto ya? Have you seen him yet?
No le he visto todavía. I haven’t seen him yet.
Ya le he visto. I’ve already seen him.
Sigo intentando verle. I’m still trying to see him.
¿Sigues viviendo en Nueva York? Do you still live in New York?
¿Te has mudado ya? Have you moved yet?
Todavía vivo en Nueva York I still live in New York.
No me he mudado todavía. I haven’t moved yet.
Ya me he mudado. I’ve already moved.
Ya no vivo en Nueva York. I don’t live in New York anymore.

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Unit 44

44.1 There used to be Teacher: Tell me whether there used to be more or less/fewer of the
following in Spain:

 secret police  political prisoners

 parking problems  snow
 traffic congestion  foreign football players
 superstition  modern appliances
 farm workers  donkeys
 children  church weddings
 flies  hypermarkets
 desktop computers  foreign banks

44.2 There has/have been Teacher: Tell me if there has been a lot or very little of the following in
Spain over the past 10 years: (or if there have been a lot or very few of...)

 corruption  road construction

 political scandals  unemployment
 terrorist attempts  general strikes
 rainy weather  student protests
 snow  progress on the Gibraltar issue
 office construction  bullfighters like Manolete
 political changes  serious bus accidents
 strange weather  new political leaders

44.3 There should be Teacher: Tell me if there should be more or less/fewer of the following in
Spain:

 parking garages  lawyers

 respect for people’s rights  foreign football players
 politicians in parliament  holidays
 emphasis on learning languages  opportunities for corruption
 hospitals  good teachers in schools
 civil servants in the administration  subsidies for housing
 bureaucracy  regional governments
 land for housing developments  universities

44.4 There will probably be Teacher: Tell me if you think there will probably be more or less/fewer of
the following in the future:

 political corruption  foreign products

 job opportunities  terrorist problems
 labor disputes  plane crashes
 TV channels  leisure time
 opportunities to hide money  tourism
 wine consumption  pollution
 emphasis on a healthy diet  mobile phones
 family-owned shops  miracle drugs

44.5 There may have been Teacher: Are you sure there wasn’t a plane crash in Peru last week?
There definitely wasn’t Student: There may have been a plane crash in Peru last week, but I
don’t know.
Teacher: Are you sure there wasn’t a tornado in Madrid last week?
Student: Yes. There definitely wasn’t a tornado in Madrid last week.

 Are you sure there wasn’t a state election in Alaska last week?
 Are you sure there wasn’t a fire in your office last week?
 Are you sure there wasn’t a bomb theat in Barajas last week?
 Are you sure there wasn’t a political scandal in Mongolia last week?
 Are you sure there wasn’t a sales meeting in this room last week?
 Are you sure there wasn’t a snowstorm in Finland last week?
 Are you sure there wasn’t a Japanese man in your house last week?
 Are you sure there wasn’t a bank robbery in Zamora last week?
 Are you sure there wasn’t a dead body in your car last week?
 Are you sure there weren’t any mice in your kitchen last week?

239
44.6 There may be Teacher: Are you sure there isn’t a mouse in your house?
There definitely isn’t/aren’t Student: There may be a mouse in my house, but I don’t know.

Teacher: Are you sure there aren’t any Eskimos in this company?
Student: Yes. There definitely aren’t any Eskimos in this company.

 Are you sure there aren’t any thieves in this company?

 Are you sure there isn’t a torture chamber in the basement?
 Are you sure there isn’t a law against walking the park?
 Are you sure there aren’t any Iranian terrorists in Spain?
 Are you sure there isn’t a pack of cigarettes in my pocket?
 Are you sure there aren’t any computer experts in Tasmania?
 Are you sure there isn’t a person capable of reading your mind?
 Are you sure there aren’t any criminals in your family?
 Are you sure there isn’t a revolver in your boss’s office?
 Are you sure there aren’t any dinosaurs in Ibiza?

44.7 Translation booklet 4 – list 4 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 22 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

44.8 Phrasal verbs: To break + preposition To break out To suddenly manifest itself (a war, a fight)
To break off To abruptly stop something (engagement, meeting)
To break up (1) To stop and enforce peace (a fight, an argument)
To break up (2) To cease a mutual sentimental relationship
To break through To penetrate a barrier (technological, scientific)
To break down (1) To become inoperative due to mechanical failure
To break down (2) To reduce to smaller, more manageable elements
To break in(to) To break and enter

Ask the following questions:

 When did the war in Bosnia break out? (1993)

 Did a fight break out in your office yesterday?
 Did a serious epidemic break out in Soria last year?
 Did you ever break off an engagement?
 How many times have the Palestinians and Israelis broken off
negotiations?
 Do you usually break off a meeting if there is no agreement?
 Have you ever broken up a fight?
 Have you ever seen me break up an argument between students?
 Did Snow White break up with Prince Charming a few weeks later?
 Do lovers often break up?
 Who was the first pilot to break through the sound barrier? (Pete
Yeager)
 When did he break though the sound barrier? (1947)
 Has your car ever broken down?
 Does your car break down often?
 Has your boss ever suffered a nervous breakdown?
 Does your company break down the sales by regions?
 Does it break down the sales by type of product as well?
 Can 16 be broken down into smaller multiples?
 Did someone break into your car last week?
 Has your car ever been broken into?
 Is it easier to break into a car or into a house?
 How old was Katherine Hepburn when she broke into show
business? (19)

240
44.9 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 115 (Phillip Johnson) When the students read, correct them at all times and insist on intonation
and good pronunciation.

44.10 Verb vocabulary 1. riding a horse, the horse is galloping

2. looking into a cardboard box
3. erasing something
(Picture 116) 4. torturing a prisoner
5. delivering a package or parcel, ringing the doorbell
6. adjusting her seat
7. withdrawing money from the bank
8. depositing a check in the bank
9. feeding the fish
10. hiding something behind his back, holding something...
11. signing a document
12. performing an experiment, doing an experiment

44.11 Still / yet Read the following sentences in Spanish, eliciting the English response given in the right column.
already / anymore

¿Has ingresado ya en la compañía? Have you joined the company yet?

Ya he ingresado en la compañía. I’ve already joined the company.
No he ingresado en la compañía todavía. I haven’t joined the company yet.
Sigo en mi compañía anterior. I’m still in my old company.
Ya no trabajo en esa compañía. I don’t work in that company anymore.
¿Te lo han dicho ya? Have they told you yet?
Ya me lo han dicho. They’ve already told me.
No me lo han dicho todavía. They haven’t told me yet.
Todavía estoy esperando que me lo digan. I’m still waiting for them to tell me.

44.12 Mastering the interrogative This is the tenth of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
This isn’t what I want. Is this what you want?
I’ve called her twice so far today. How many times have you called her so far
today?
It will begin in three days. When will it begin?
I gave him a book. What did you give him?
I’m worried because I lost my job. Why are you worried?
It was canceled for lack of time. Why was it canceled?
I can throw a baseball 80 meters. How far can you throw a baseball?
I can run 100 meters in ten seconds. How fast can you run 100 meters?
I can climb 7 kilometers without oxygen. How high can you climb without oxygen?
I weigh 75 kilos. How much do you weigh?
The Picasso tower is 60 stories. How tall is the Picasso tower?
We’ll need 20 people for the project. How many people will you need for the
project?
A final decision will be made next week. When will a final decision be made?
A bottle opener is for opening bottles. What is a bottle opener for?

241
44.13 Gerunds & Read the following sentences in Spanish, eliciting the English response given in the right column.
infinitives
Espero verte mañana. I hope to see you tomorrow.
Prometiste hacerlo. You promised to do it.
Me negué a hacerlo. I refused to do it.
Me ofrecí a hacerlo. I offered to do it.
Decidí hacerlo. I decided to do it.
Me puse de acuerdo en hacerlo. I agreed to do it.
Es divertido viajar. It’s fun to travel.
Viajar es divertido. Traveling is fun.
Disfruto hablando con ellos. I enjoy talking with them.
Agradezco recibir cartas como ésta. I appreciate receiving letters like this one.
El insistió en ir conmigo. He insisted on going with me.
Evito ir allí siempre que sea posible. I avoid going there whenever possible.
¿Cuándo vas a terminar de hacerlo? When are you going to finish doing it?
Esto incluye ir con ellos a la cena de This includes going with them to the farewell
despedida. dinner.
No recuerdo haber ido allí. I don’t remember going there. (having gone there)
¿Te puedes imaginar tener a los dos en el Can you imagine having both on the team?
equipo?
No he considerado ir allí en avión. I haven’t considered going there by plane.
No vale la pena visitar ese museo. That museum is not worth visiting.
No estoy interesado en ayudarles. I’m not interested in helping them.

44.14 Possessive Read the following sentences in Spanish, eliciting the English response given in the right column.
pronouns
La casa de Pedro está cerca de la mía. Peter’s house is near mine.
Las llamadas de María son menos importantes que Mary’s calls are less important than yours.
las tuyas.
El perro del Sr. Bruno ladra más que el nuestro. Mr. Bruno’s dog barks more than ours.
Dame el mío. Give me mine.
Dale (a él) el suyo. Give him his.
Dale (a ella) el suyo. Give her hers.
Danos el nuestro. Give us ours.
Dales el suyo. Give them theirs.

44.15 Pronouns in Read the following sentences in Spanish, eliciting the English response given in the right column.
general
Te daré el tuyo. I’ll give you yours.
Tengo el mío porque me pertenece a mí. I have mine because it belongs to me.
Tienes el tuyo porque te pertenece a ti. You have yours because it belongs to you.
El tiene el suyo porque le pertenece a él. He has his because it belongs to him.
Ella tiene el suyo porque le pertenece a ella. She has hers because it belongs to her.
Tenemos el nuestro porque nos pertenece. We have ours because it belongs to us.
Tenéis el vuestro porque os pertenece. You have yours because it belongs to you.
Tienen el suyo porque les pertenece. They have theirs because it belongs to them.
Guardo mi libro donde guardas el tuyo. I keep my book where you keep yours.
Guardas tu libro donde guardamos el nuestro. You keep your book where we keep ours.

242
44.16 Translation booklet 4 – list 5 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 23 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

44.17 Verb vocabulary 1. milking a cow

2. making a paper airplane
3. watering the grass, lawn, garden
(Picture 117) 4. spraying the weeds
5. covering his car
6. sweating, doing exercises, situps
7. guiding a blind man
8. placing flowers on a grave, laying flowers...
9. plowing a field
10. punishing a child
11. loosening his tie, sweating
12. taking off her makeup

44.18 Review: It takes me... It took me... Etc. First, have one student ask another (or you) the following questions:

Ask Paco how long it takes him to:

wake up? fall asleep at night? wash your hair?
get ready for work? write a memo? get to work?
prepare coffee? access the internet? go home after work?

Ask Paco how long it takes to:

fly to Paris? lose 10 kilos? pay for a house?
drive to Bilbao? cook paella? build a house?
learn a language? peel an orange? walk a kilometer?

Ask Paco how long it took him to:

learn his job? get his degree? get dressed today?
come here today? find his first job? learn to read?
learn Spanish? go home yesterday? furnish his house?

Ask Paco how long it will take him to:

go home today? become rich? reach the top job here?
learn English? answer this question? learn the irregular verbs?
pay for his house? reach retirement age? come to work tomorrow?

44.19 Short answer drill and listening Students should answer the following questions with a short answer.
comprehension exercise
No question has any relation whatsoever with the one that follows it. In
addition, many of the questions are absurd. This makes it more difficult for
the students to understand the questions, which converts the drill into not
only a short-answer drill but a good listening exercise as well.

Ask the following questions, eliciting a short answer:

Was there a civil war in Italy during the 80s?

Would people believe me if I claimed I could turn invisible?
Is the Virgin Mary a central figure in the Hindu religion?
Do the people in South Africa speak English?
Can you live 30 days without food and water?
Could a rat win a fight against a cat?
Will I make a million dollars before the end of this month?
Were you and I born in the same hospital?
Have there been many forest fires in Spain lately?
Would the president of Spain resign if he lost his eyesight?
Are you a chain-smoker?
Do you and I get along all right?
Can a horse run faster than a camel?
Did Julius Caesar die of natural causes?
Could we read and write when we were 2 years old?
Should money be kept in a safe place?
Have the Beatles played together lately?
Was Napoleon a member of the 1808 French rugby team?

243
Unit 45

45.1 Translation booklet 4 – list 6 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 24 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

45.2 Mastering the interrogative This is the eleventh of a recurring review that reinforces your students’ ability to formulate
the interrogative in English. You must train your students at the beginning to follow the
routine. The teacher states the affirmative sentence in the left column, emphasizing the part
of the sentence that is underlined, that is, the object of the question. Then the student
formulates the question that would naturally elicit the answer already given:

Teacher Student
It took me 5 minutes to look up the word. How long did it take you to look up the word?
Birds migrate in autumn. What do birds do in autumn?
He died at 3 a.m. When did he die?
He died of a heart attack. How did he die?
I need about 4 hours. How much time do you need?
I was at home. Where were you?
I couldn’t do it because I didn’t have time. Why couldn’t you do it?
There will be a meeting next week. When will there be a meeting?
It was transferred to a secret account. Where was it transferred?
We’ve issued 37 invoices today. How many invoices have you issued today?
I’ve sent out 112 Christmas cards so far. How many Christmas cards have you sent
out so far?
There have been 2 meetings this week How many meetings have there been this
week?
I’ll be ready in 10 minutes. When will you be ready?
I can be there within 20 minutes. How soon can you be there?
I took her to a basketball game. Where did you take her?

45.3 Phrasal verbs: To think + preposition To think about To fix mental attention on, to consider
To think of (1) To occur in one’s mind, to remember
To think of (2) To have an opinion of
To think over To weigh possibilities, pros and cons, etc.
To think through To mentally go point by point through a process
To think up To invent by thinking, to conjure up an idea

Ask the following questions:

 Do you often think about the problems in Albania?

 Are you thinking about buying a new car?
 Have you ever thought about leaving this company?
 Do you think of all the possible alternatives when making a decision?
 Will you think of me the next time you use English in your job?
 What do you think of the young people coming out the universities
nowadays?
 What do you think of this method for learning English?
 What did you think of the last speech your boss gave?
 Do you have an important decision to think over tomorrow?
 If I pointed a gun at you and said “your money or your life”, would
you stop to think it over?
 Do you make quick decisions or do you prefer to think things over?
 Do you think through every decision you make?
 Have you ever had to think up something fast?
 When you’re face to face with an attractive man/woman, do you
usually think up something interesting to say?

244
45.4 Verb vocabulary 1. they’re having a drink, socializing
2. plugging in the radio
3. polishing her nails
(Picture 118) 4. harvesting the crop
5. swinging a golf club
6. stapling a document
7. questioning a witness
8. operating on a patient
9. saluting an officer
10. filing a document
11. changing channels
12. loading a shotgun

45.5 Translation booklet 4 – list 7 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 25 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

45.6 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 119 (Inés García) When the students read, correct them at all times and insist on intonation
and good pronunciation.

45.7 Past or 3rd conditional Teacher: He drowned because the ship sank.
Student: If the ship hadn’t sunk, he wouldn’t have drowned.

 They faxed me because they didn’t have my phone number.

 I did it because I wanted to.
 The plane crashed because the pilot passed out.
 The boy fell out of the tree because he lost his balance.
 The bomb didn’t go off because I deactivated it.
 My alarm clock didn’t go off because I didn’t remember to set it.
 I shot him because he threatened to kill my son.
 The teacher didn’t show up because he got lost.
 He came because he had to come.
 I could lift the weights because they weren’t very heavy.

45.8 Pronouns in Read the following sentences in Spanish, eliciting the English response given in the right column.
general
El guarda su libro donde ella guarda el suyo. He keeps his book where she keeps hers.
Ella guarda su libro donde ellos guardan el suyo. She keeps her book where they keep theirs.
Guardamos nuestro libro donde él guarda el suyo. We keep our book where he keeps his.
Guardáis vuestro libro donde yo antes guardaba el Your keep your book where I used to keep
mío. mine.
Guardan su libro donde antes guardábamos el They keep their book where we used to keep
nuestro. ours.
Me gusta el mío porque me ayuda. I like mine because it helps me.
Te gusta el tuyo porque te ayuda. You like yours because it helps you.
Le gusta (a él) el suyo porque le ayuda. He likes his because it helps him.
Le gusta (a ella) el suyo porque la ayuda. She likes hers because it helps her.
Nos gusta el nuestro porque nos ayuda. We like ours because it helps us.

245
45.9 Still / yet Read the following sentences in Spanish, eliciting the English response given in the right column.
already / anymore

¿Te has hecho rico ya? Have you become rich yet?
Ya me he hecho rico. I’ve already become rich.
No me he hecho rico todavía. I haven’t become rich yet.
Sigo intentando hacerme rico. I’m still trying to become rich.
Ya no soy pobre. I’m not poor anymore.
Ya no tengo más frases para ti. I don’t have any more sentences for you.
No se me ocurre nada ya. Nothing occurs to me anymore.

45.10 Gerunds & Read the following sentences in Spanish, eliciting the English response given in the right column.
infinitives

¿Te importaría cerrar la ventana? Would you mind closing the window?
No me importa ir allí en tu lugar. I don’t mind going there in your place.
Echo de menos dar paseos a lo largo de la playa. I miss taking walks along the beach.
Corres el riesgo de recibir una multa. You run the risk of receiving a fine.
Hemos decidido seguir adelante con el plan B. We’ve decided to go ahead with plan B.
Esa mujer no para de llamarme. That woman keeps calling me.
No aguanto hacer estas listas. I can’t stand doing these lists.
No puedo resistir comer dulces. I can’t resist eating sweets.
Estoy acostumbrado a estudiar estas listas. I’m used to studying these lists.
Estoy cansado de estudiar. I’m tired of studying.

45.11 Expressions Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
difficult to teach a large number of important expressions in a natural, English-only, way. The list below is
extracted from Focused Translation Booklet 3.

No puedes confiar en él para las cosas importantes. You can’t rely on him for important things.
Tenemos que recurrir a financiación ajena. We have to resort to outside financing.
No podemos contratar a más gente por ahora. We can’t hire any new people for the time being.
Corres el riesgo de perder tu empleo. You run the risk of losing your job.
Podemos descartar la segunda alternativa. We can rule out the second alternative.
Tienes que dar ejemplo delante de la gente. You have to set an example in front of the people.
Déjame darte un ejemplo. Let me give you an example.
Si tienes que competir con él, no tienes posibilidad. If you have to compete with him, you don’t stand
a chance.
Tengo que volver atrás y partir de cero otra vez. I have to go back and start from scratch again.
Sigamos en contacto. Let’s stay in touch.

45.12 Translation booklet 4 – list 8 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 26 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

246
45.13 Mastering the interrogative This is the twelfth of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
I didn’t do anything to him. What did you do to him?
I chose the red one. Which one did you choose?
I met them in 1991. When did you meet them?
She became Prime Minister in 1980. When did she become Prime Minister?
He broke 2 world records. How many world records did he break?
Seven windows were broken during the How many windows were broken during the
fight. fight?
She brought me a coffee and a piece of What did she bring you?
cake.
It was built in 1990. When was it built?
I didn’t build it because I didn’t have a Why didn’t you build it?
license.
They bought it in a shop near their house. Where did they buy it?
The thief was caught in the train station. Where was the thief caught?
I caught the fish with a net. How did you catch the fish?
The speech lasted 30 minutes. How long did the speech last?
The candidates were chosen by secret How were the candidates chosen?
vote.

45.14 Adjective Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
enrichment difficult to teach a large number rich adjectives in a natural, English-only, way. The list below is extracted
from Focused Translation Booklet 3.

Soy un poco duro de oído. I’m a little hard of hearing.

Esto podría ser perjudicial para mis intereses. This could be harmful to my interests.
El es una persona muy trabajadora. He’s a very hard-working person.
No te preocupes por mi jefe. Grita mucho pero es Don’t worry about my boss. He shouts a lot but
inofensivo. he’s harmless.
Ha sido un día ajetreado. It’s been a hectic day.
Esta información ha sido de mucha ayuda. This information has been very helpful.
Me siento desamparado ante esta situación. I feel helpless in front of this situation.
Soy un poco reacio a iniciar el plan ahora. I’m a little hesitant to initiate the plan now.
Estoy afónico hoy. I’m hoarse today.
Estamos en una situación desesperada. We are in a hopeless situation.
Hemos recibido un pedido enorme. We’ve received a huge order.
Tienes que ser humilde y decidido al mismo tiempo. You have to be humble and self-confident at the
same time.
Tenemos que reducir el tiempo de espera. We have to reduce idle time.

45.15 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 120 (Karl Polster) When the students read, correct them at all times and insist on intonation
and good pronunciation.

247
45.16 Translation booklet 4 – list 9 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 27 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

45.17 Short answer drill and listening Students should answer the following questions with a short answer.
comprehension exercise
No question has any relation whatsoever with the one that follows it. In
addition, many of the questions are absurd. This makes it more difficult for
the students to understand the questions, which converts the drill into not
only a short-answer drill but a good listening exercise as well.

Ask the following questions, eliciting a short answer:

Were there any tragic events last year?

Would I be here if your English were as good as mine?
Are my eyes the same color as yours?
Does the president of Spain wear blue jeans in public events?
Can a lion-tamer afford to make mistakes?
Did Madame Curie develop a more practical washing machine?
Could you get dressed by yourself when you were two years old?
Will the government collect taxes from you next year?
Should you try to be a friendly driver?
Has the moon been colonized yet?
Were you my spiritual guide when I was a child?
Will there be a New Year’s celebration next week?
Will we need parking spaces in 50 years?
Should the king of Spain pay taxes?
Has Paul McCartney bought a new house in Tasmania?
Was yesterday Wednesday?
Is there an ink stain on my chin?
Would it rain more often in Spain if there were more trees?
Am I the only person capable of teaching you English?
Do I owe you any money?
Can we change weather conditions at will?
Did the Marx Brothers influence 18th century art?
Can Miss Universe attract men’s attention?
Did you and I sign up for a public speaking course last week?
Could I predict future events when I was only 4 years old?
Will the chairman of General Motors buy a Ford next month?
Would we survive long if we were stranded on a desert island?

45.18 Phrasal verbs: To back + preposition To back up (1) To support (someone’s opinion)
To back up (2) To drive a car in reverse
To back in To enter a place with the car in reverse
To back out (of) – 1 To exit a place with the car in reverse
To back out (of) – 2 To withdraw from a commitment
To back away (from) To move backwards from something threatening
To back down To retreat from a strongly defended claim

Ask the following questions:

 Does your boss back you up when you make a proposal?

 Would you back me up if I claimed I could turn invisible?
 Which way do you look when you back your car up?
 What gear do you use when you back up?
 Is it easy or difficult for you to back into a parking place?
 Have you ever had trouble backing out of a parking place?
 Has your boss ever tried to back out of an agreement?
 Do you get upset when people back out of a commitment?
 If I turned into a horrible monster, would you back away from me?
 If I turned into Miss Universe, would you back away from me?
 Have you ever backed down in an argument?
 Would you back down or insist even more if your boss spoke
strongly against an idea of yours?

248
45.19 Present or 2nd conditional Teacher: I eat cherries because I like them.
Student: If you didn’t like cherries, you wouldn’t eat them.

 I come here because I have this class.

 I work because I’m not rich.
 I don’t know him well because I don’t deal with him.
 I don’t say hello to him because he doesn’t say hello to me.
 I don’t call him because I don’t understand his English.
 I don’t look elegant because I don’t wear a tie.
 She’s attractive because she isn’t fat.
 People don’t like him very much because he’s very stubborn.
 I don’t buy a new car because it’s not up to me.
 I like Spain because the food is good.

45.20 If I were you... The teacher says something and the student suggests something
different using “If I were you, I’d...”

Teacher: I’m thinking about going to the mountains this weekend.

Student: If I were you, I’d go to the beach.

 I’m planning to buy an Opel.

 I’m going to send my son to Ireland to learn English.
 I’m thinking about wearing a pink suit to the job interview.
 I’m planning to invest some money in antiques.
 I’m going to quote 20,000 pesetas per hour for my classes.
 I’m thinking about holding the Christmas party outdoors.
 I’m planning to give my wife/husband a stapler for Christmas.
 I’m going to kill him if he disagrees with me.
 I’m thinking about spending my holidays in Avilés.
 I’m planning to take my wife/husband to an English restaruant.

45.21 Translation booklet 4 – list 10 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 28 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

45.22 Adjective Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
enrichment difficult to teach a large number rich adjectives in a natural, English-only, way. The list below is extracted
from Focused Translation Booklet 3.

El es un conocido periodista. He’s a well-known journalist.

Ella es una persona muy celosa. She’s a very jealous person.
El es un vago. He’s a lazy person.
Mi secretaria es zurda. My secretary is left-handed.
No es muy probable que vengan aquí hoy. It’s not very likely that they will come here today.
Hay algo suelto en el sobre. There’s something loose in the envelope.
El tornillo está demasiado flojo. The screw is too loose.
Es un lugar muy solitario. It’s a very lonely place.
La música está demasiado alta. The music is too loud.
Hicieron un trabajo chapucero. They didn’t a lousy job.

249
Unit 46

46.1 Phrasal verbs: To hold + preposition To hold up (1) To point a weapon in order to rob
To hold up (2) To cause a delay
To hold back To cause slower progress
To hold on To wait
To hold on to To grasp in order not to fall or not to lose
something

Ask the following questions:

 Have you ever been held up?

 Do some people hold up pharmacies?
 Have you ever been held up in traffic?
 Did something hold you up on the way to work this morning?
 In group classes, is there usually someone who holds back the rest?
 Have you ever been in a class where you were the one holding back
the rest?
 What do you tell a person on the phone when you need to change
lines.
 What do you do to keep your balance when you’re standing in a
bus?

46.2 Expressions Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
difficult to teach a large number of important expressions in a natural, English-only, way. The list below is
extracted from Focused Translation Booklet 3.

Tengo la costumbre de pensar en voz alta. I have the habit of thinking out loud.

Tengo algunos cabos sueltos que atar primero. I have to tie some loose ends first.

No iré a no ser que vengas conmigo. I won’t go unless you come with me.

Toda empresa tiene sus altibajos. Every company has its ups and downs.

Mientras que a mí me gusta el helado de chocolate, a Whereas I like chocolate ice cream, my wife likes
mi mujer le gusta el helado de vainilla. vanilla ice cream.

¡Qué follón! What a mess!

El es sin duda la persona más inteligente aquí. He’s, without a doubt, the most intelligent person
here.

Mis ventas han crecido por el “boca a boca”. My sales have grown by word-of-mouth.

Es tan despistado que se le olvidó su cumpleaños. He’s so absent-minded that he forgot his birthday.

¿Hasta dónde llegamos con esto ayer? How far did we get with this yesterday?

46.3 Review: Passive voice Convert the following sentences from the active to the passive voice as in
the example below:

Teacher: Someone told me to wait here.

I was told to wait here.

 Someone asked them to be quiet.

 Someone informed me yesterday.
 Someone should warn him about the danger.
 Anyone and everyone can trust him.
 Someone must do it.
 Someone has to do it.
 No one did it.
 Someone should have done it last week!
 No one is capable of doing it.
 No one included you in the list.
 No one invited you to the party.
 No one has contacted me yet.

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46.4 Mastering the interrogative This is the 13th of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
I chose that one because it was cheaper. Why did you choose that one?
I came by car. How did you come?
It’s mine. Whose is it?
The blue one belongs to me. Which one belongs to you?
Mine is the blue one. Which one is yours?
Mine is blue. What color is yours?
It’s in my car. Where is it?
It costs around $2,000. How much does it cost?
It cost around $2,000. How much did it cost?
It’s $20. How much is it?
It would cost $12 if you paid in cash. How much would it cost if I paid in cash?
It costs a lot because it’s made of gold. Why does it cost so much?
We’ll cut our prices 10% next year. How much will you cut your prices next year?
Our prices were cut by 5% last year. How much were your prices cut last year?
I deal with them almost every day. How often do you deal with them?

46.5 Translation booklet 4 – list 11 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 29 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

46.6 Adjective Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
enrichment difficult to teach a large number rich adjectives in a natural, English-only, way. The list below is extracted
from Focused Translation Booklet 3.

Ella tiene una voz encantadora. She has a lovely voice.

Ha sido una experiencia significativa. It’s been a meaningful experience.
Estas cifras no significan nada para mí. These figures are totally meaningless to me.
Tu mesa de trabajo está muy desordenada. Your desk is very messy.
Es un clima muy templado. It’s a very mild climate.
Esta información puede despistar a la gente. This information can be misleading for the people.
Estás equivocado. You’re mistaken.
Mi jefe es una persona muy voluble. My boss is a very moody person.
No seas tan ingenuo. Don’t be so naïve.
Soy un poco miope. I’m a little near-sighted

46.7 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 121 (Michael Johnson) When the students read, correct them at all times and insist on intonation
and good pronunciation.

251
46.8 Expressions Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
difficult to teach a large number of important expressions in a natural, English-only, way. The list below is
extracted from Focused Translation Booklet 3.

Hasta ahora, hemos ganado todos los partidos. So far we’ve won every game.
La mandé a verte para que la conocieras. I sent her to see you so that you could meet her.
Lo haré en seguida. I’ll do it right away.
Según mi secretaria, no hubo llamadas. According to my secretary, there weren’t any
calls.
Soy consciente de las posibles repercusiones. I’m aware of the possible repercussions.
Estoy confundido en cuanto a quien es quien. I’m mixed up as to who is who.
Le gusta correr riesgos. He likes to take risks.
Estamos por delante de la competencia. We’re ahead of the competition.
Las cosas han ido más allá de mi control. Things have gone beyond my control.
A propósito, ¿ha venido Paco hoy? By the way, has Paco come today?

46.9 Pronouns in Read the following sentences in Spanish, eliciting the English response given in the right column.
general
Os gusta el vuestro porque os ayuda. You like yours because it helps you.
Les gusta el suyo porque les ayuda. They like theirs because it helps them.
Enséñame el tuyo. Show me yours.
Te enseñaré el mío. I’ll show you mine.
Enséñale (a él) el nuestro. Show him ours.
Enséñale (a ella) el de ellos. Show her theirs.
Enséñanos el de ella. Show us hers.
Os enseñaré el de él. I’ll show you his.
Enséñales el vuestro. Show them yours.
Dámelo si es mío. Give it to me if it’s mine.

46.10 Past or 3rd conditional The teacher states sentences in the present conditional and the student
converts them into the past conditional by adding “last week”. Example:

Teacher: I would go there if I had enough money.

Student: I would have gone there last week if I had had enough money.

 He would call me if he knew my phone number.

 He would get there sooner if he flew there.
 I could go to the opera if someone took me.
 I would wear a tie if I had a decent one.
 I would steal it if there weren’t an alarm system.
 I would break it if I were strong enough.
 I would hold the meeting if everyone were here.
 You would feel better if you took this pill.
 I would fall if I tried to climb with you.
 I would give him a present if he were here.

46.11 Translation booklet 4 – list 12 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 30 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

252
46.12 Mastering the interrogative This is the 14th of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
We dealt with that issue in the last meeting. When did you deal with that issue?
I did it yesterday. When did you do it?
It was done last week. When was it done?
It will be done next week. When will it be done?
It’s been done twice this week. How many times has it been done this week?
Peter did it. Who did it?
Peter did it because he knew the process. Why did Peter do it?
John usually does it. Who usually does it?
John does it because it’s his responsibility. Why does John do it?
John is a lawyer. What does John do?
I’ve drunk three beers so far today. How many beers have you drunk so far
today?
I drink about four beers every day. How many beers do you drink every day?
I drank two beers before dinner last night. How many beers did you drink before dinner
last night?
Four people got drunk at the party last How many people got drunk at the party last
night. night?

46.13 Plan / intend / try / Read the following sentences in Spanish, eliciting the English response given in the right column.
think about / think
of
Cuándo piensas hacerlo? When are you planning to do it?
Tengo intención de hacerlo mañana. I intend to do it tomorrow.
¿Por qué no intentas llamarle? Why don’t you try calling him? (to call)
Estoy pensando en hacerlo pero no he decidido. I’m thinking about doing it but I haven’t
decided.
Piénsalo. Think about it.
¿Qué piensas hacer? What are you planning to do?
¿Qué opinas? What do you think?
¿Qué estás pensado? What are you thinking?
¿Qué opinas de él? What do you think of him?
Se me ha ocurrido una manera de resolverlo. I’ve thought of a way to solve it.

46.14 Review: not as much/many... as Have your students convert the following sentences into comparisons
based on “not as much...as” or “not as many...as”. Example:

Teacher: There are fewer people in Paris than in London.

Student: There aren’t as many people in Paris as in London.

 There is less industry in Australia than in the U.S.

 There are fewer golf courses in France than in Spain.
 There is less child labor in Italy than in Malaysia.
 There are fewer tulips in Spain than in the Netherlands.
 There is less fog in London than there used to be.
 There are fewer coal mines in Spain than in the U.S.
 There is less corruption in Europe than in Africa.
 There are fewer navigable canals in Spain than in Germany.
 There is less snow on the mountain tops than there used to be.
 There are fewer circus performers than there used to be.
 I have less money than Bill Gates.
 I go to fewer bullfights than I used to.

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46.15 Phrasal verbs A phrasal verb section like this one, based on inverse translation, will appear continuously from now
on. If students want to learn phrasal verbs, then they must practice them unceasingly. In many of
the sentences that follow, students will need to use the pronoun between the verb and the
preposition (e.g. “I picked him up”). You must help your students to develop proper linking in their
pronunciation. In the example above, you must insist that students say phonetically: “I pik-timáp”. If
you let them get sloppy on pronunciation, they will never learn phrasal verb usage well.

Mírale. Look at him.

Búscales. Look for them.
Cuídales. Take care of them. (Look after them)
Si no recoges a Tom, yo le recogeré. If you don’t pick up Tom, I’ll pick him up.
Si no pruebas la ropa, la probaré yo. If you don’t try on the clothes, I’ll try them on.
Si no te pones esa corbata, me la pondré yo. If you don’t put on that tie, I’ll put it on.
Si tu no investigas la cuestión, yo la investigaré. If you don’t look into the matter, I’ll look into it.
Si tu no sacas la basura, yo la sacaré. If you don’t take out the garbage, I’ll take it
out.
Si tu no llamas a Jennifer, yo la llamaré. If you don’t call up Jennifer, I’ll call her up.
Si no recuperas la clase ahora, no podrás If you don’t make up the class now, you won’t
recuperarla. be able to make it up.

46.16 Expressions Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
difficult to teach a large number of important expressions in a natural, English-only, way. The list below is
extracted from Focused Translation Booklet 3.

Lo haré a primera hora de la mañana. I’ll do it first thing in the morning.

Si es necesario, puedo traer a Juan para echarte una If need be, I can bring John to give you a hand.
mano.
En cualquier caso, creo que deberíamos llamarles. In any event, I think we should call them.
Mi discurso causó el efecto contrario. My speech caused the opposite effect.
Al contrario, creo que conseguiste lo que querías. On the contrary, I think you achieved what you
wanted.
El partido fue cancelado debido al tiempo. The game was called off because of the weather.
Les contrataremos a condición de que entreguen la We’ll contract them provided they deliver the
mercancía antes de Navidad. merchandise before Christmas.
Estoy harto de estas listas. I’m fed up with these lists.
Estoy harto de estas listas. I’m sick and tired of these lists.
Ya es el colmo. No voy a tratar más con él. I’ve had it. I’m not going to deal with him
anymore.

46.17 Adjective Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
enrichment difficult to teach a large number rich adjectives in a natural, English-only, way. The list below is extracted
from Focused Translation Booklet 3.

Esta es una situación extraña. This is an odd situation.

Tienes que hacerlo así. De otro modo, no te podré You have to do it this way. Otherwise, I won’t be
ayudar. able to help you.
Pepe es una persona extrovertida. Pepe is an outgoing person.
Fue una experiencia dolorosa para todo el mundo. It was a painful experience for everyone.
Te veo pálido. You look pale.
Estoy muy satisfecho con los resultados. I’m very pleased with the results.
No te preocupes. Tenemos tiempo de sobra. Don’t worry. We have plenty of time.
Es inútil continuar. Ya han tomado una decisión. It’s pointless to go on. They’ve already made a
decision.
Has hecho un esfuerzo digno de elogio. You’ve made a praiseworthy effort.
Tenemos unos asuntos urgentes que atender. We have some pressing matters to attend to.

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46.18 Translation booklet 4 – list 13 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 31 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

46.19 Review: To last First ask questions in the present tense and insist on correct
pronunciation. It’s tough for students to say “it lasts”, because there is a
(in present and past tense) double “s” sound.

How long does the news last on television?

How long does a movie last?
How long does this class last?
How long does a telephone conversation usually last?
How long does your lunch break last?
How long does your coffee break usually last?
How long does a meeting usually last in your department?
How long does a pack of cigarettes usually last?
How long does a video game usually last?
How long does an opera last?
How long does your summer vacation usually last?
Etc.

Now the past tense:

How long did the Second World War last? (6 years)

How long did the 100 Years War last?
How long did the Spanish Civil War last? (3 years)
How long did the American Civil War last? (4 and a half years)
How long did our previous class last?
How long did Christopher Colmbus’ first voyage last? (month & a half)
How long did the Roman Empire last? (700 years, including Republic)
How long did your last meeting last?
How long did the First World War last? (4 years)
Etc.

Now in other tenses:

How long will this class last the next time you come here?
How long would the class last if we cut 15 minutes off class time?
How long would the Second World War have lasted if Hitler had died in
1940?
How long has this class lasted so far?
How long would a weekend last if Friday were also a holiday?

46.20 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 122 (Nigel Perkins) When the students read, correct them at all times and insist on intonation
and good pronunciation.

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Unit 47

47.1 Pronouns in Read the following sentences in Spanish, eliciting the English response given in the right column.
general
Te lo daré si es tuyo. I’ll give it to you if it’s yours.
Dáselo (a él) si es suyo. Give it to him if it’s his.
Dáselo (a ella) si es suyo. Give it to her if it’s hers.
Dánoslo si es nuestro. Give it to us if it’s ours.
Os lo daré si es vuestro. I’ll give it to you if it’s yours.
Dáselo (a ellos) si es suyo. Give it to them if it’s theirs.
Ella me los dio porque eran míos. She gave them to me because they were mine.
El te los dio porque eran tuyos. He gave them to you because they were yours.
Yo se los di (a él) porque eran suyos. I gave them to him because they were his.
Tu se los diste (a ella) porque eran suyos. You gave them to her because they were hers.
Se los dimos (a ellos) porque eran suyos. We gave them to them because they were theirs.
Ellos os los dieron porque eran vuestros. They gave them to you because they were yours.

47.2 Mastering the interrogative This is the 15th of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
He drinks a lot because he’s unhappy. Why does he drink so much?
I drive a Mercedes. What kind of car do you drive?
My wife drives a Renault. What kind of car does your wife drive?
He drives me crazy because he talks too Why does he drive you crazy?
fast.
She loves me because I’m rich. Why does she love you?
I’ve driven there twice so far this month. How many times have you driven there so far
this month?
I ate an omelet for breakfast this morning. What did you eat for breakfast this morning?
He eats at home every day. Where does he eat every day?
Prices fell last year because of the Why did prices fall last year?
recession.
I fell down because she pushed me. Why did you fall down?
My son has fallen from that tree three How many times has your son fallen from that
times. tree?
Prices are falling because nobody is Why are prices falling?
buying.
Interest rates fell 2% last year. How much did interest rates fall last year?
I feel better today, thank you. How do you feel today?
She feels optimistic about the prospects. How does she feel about the prospects?

47.3 Translation booklet 4 – list 14 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 32 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

256
47.4 Phrasal verbs Read the following sentences in Spanish, eliciting the English response given in the right column.

Si no pones a Tom a prueba ahora, no podrás If you don’t try out Tom now, you’ll never be
ponerle nunca. able to try him out.
Todo saldrá bien. Everything will turn out fine.
Todo saldrá bien. Everything will work out fine.
¿Cómo salió todo? How did everything come out?
No entres en el coche. Don’t get into the car.
No salgas del coche. Don’t get out of the car.
No subas al autobús. Don’t get on the bus.
No bajes del autobús. Don’t get off the bus.
No entres en el ascensor. Don’t get on the elevator (lift).
No salgas del ascensor. Don’t get off the elevator (lift).

47.5 Adjective Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
enrichment difficult to teach a large number rich adjectives in a natural, English-only, way. The list below is extracted
from Focused Translation Booklet 3.

El es propenso a salirse por la tangente. He’s prone to going off on tangents.

Estoy orgulloso de ser miembro de esta organización. I’m proud to be a member of this organization.

Fue una decisión prudente y sensata. It was a wise decision.

Quiero ver los datos en su estado bruto. I want to see the raw data.

Es tranquilizador saber que Pepe está llevando el It’s reassuring to know that Pepe is handling the
proyecto. project.

Es refrescante recibir buenas noticias por una vez. It’s refreshing to receive good news for a change.

Pepe es una persona que hace bien lo que se le Pepe is a reliable person.
encarga.

Hemos conseguido algo extraordinario. We’ve achieved something remarkable.

Soy reacio a llamarles hasta que no tengamos más I’m reluctant to call them until we have more
información. information.

Ella es una persona ingeniosa. She’s a resourceful person.

47.6 should have + participle Teacher: I’m sorry I did it.

shouldn’t have + participle Student: Yes, you shouldn’t have done it.

 She’s sorry she lost it.

 He’s sorry he didn’t take her there.
 I’m sorry I didn’t hear the speech.
 They’re sorry they stole the money.
 She’s sorry she drove the car.
 He’s sorry he didn’t lead the meeting.
 I’m sorry I didn’t meet her.
 They’re sorry they didn’t have anything available.
 She’s sorry she forgot the appointment.
 He’s sorry he didn’t hold a meeting on the subject.

47.7 I wish... Go back over the ten sentences in the previous point and elicit “I wish” in
the following way. Example:

Teacher: I’m sorry I did it.

Student: I wish I hadn’t done it.

Go through every sentence above.

257
47.8 Translation booklet 4 – list 15 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 33 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

47.9 Negative Read the following sentences in Spanish, eliciting the English response given in the right column.
questions
¿Por qué no estábamos incluidos? Why weren’t we included?
¿Por qué no fueron invitados? Why weren’t they invited?
¿Por qué no hay más vino? Why isn’t there more wine?
¿Por qué no hay chicas en esta fiesta? Why aren’t there any girls at this party?
¿Por qué no había un comité de control? Why wasn’t there a control committee?
¿Por qué no había regalos para los obreros? Why weren’t there any gifts for the workers?
¿Por qué no vienes más a menudo? Why don’t you come more often?
¿Por qué no te llama ella? Why doesn’t she call you?
¿Por qué no llueve aquí? Why doesn’t it rain here?
¿Por qué no lo hace él mismo? Why doesn’t he do it himself?

47.10 I’ll be (right) up These are very common quick-response expressions when assuring
I’ll be (right) down someone that you will be where that person requests. Here’s an example:
I’ll be (right) over
I’ll be (right) out Scenario: A person working on the same floor as you wants you to
I’ll be (right) in come to his office. What do you say?
I’ll be (right) back
Response 1: I’ll be over in just a second.
...in just a second Response 2: I’ll be right over.

State the following scenarios and have your students respond with one of
the expressions in the left column. The students should employ both
response forms shown in the example above:

 You work on the 3rd floor and a person from the 8th floor calls you
and wants you to come to his office. What do you say?

 You work on the 7th floor and a person on the 4th floor calls you and
wants you to come to his office. What do you say?

 You’re in a meeting and a person comes to the door of the meeting

room and asks if you can exit the meeting for a moment. What do
you say?

 You work on the 5th floor and a person who also works on the 5th
floor calls you and wants you to come to his office. What do you say?

 You are with a person and you have to leave for a second, with the
intention to return immediately. What do you say?

 You are outside a meeting room and a person in the meeting room
wants to see you. What do you say?

47.11 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 123 (Natasha Zarakovich) When the students read, correct them at all times and insist on intonation
and good pronunciation.

258
47.12 Pronouns in Read the following sentences in Spanish, eliciting the English response given in the right column.
general
Pídemelo Ask me for it.
Pídeselo a él. Ask him for it.
Pídeselo a ella. Ask her for it.
Pídeselo a ellos. Ask them for it.
Te lo pediré. I’ll ask you for it.
Te los pediré I’ll ask you for them.
Pídeselos a ella. Ask her for them.
Pídemelos a mí. Ask me for them.

47.13 Phrasal verbs Read the following sentences in Spanish, eliciting the English response given in the right column.

Hable más alto, por favor. Speak up please.

Me quedaré con un cachorro y regalaré los otros. I’ll keep one puppy and I’ll give away the
others.

Por favor… no los regales. Please… don’t give them away.

¡Ojo! ¡Cuidado! Look out! (Watch out!)

¡Cuidado con ese coche! Look out for that car! (Watch out for that
car!)

Si no buscas la palabra en el diccionario, yo la If you don’t look up the word in the dictionary,
buscaré. I’ll look it up.

No mires atrás. Don’t look back.

Un policía se me acercó. A policeman came up to me.

Se me acercó andando. He walked up to me.

Se me acercó corriendo. He ran up to me.

Me acerqué al policía. I went up to the policeman.

47.14 Past or 3rd conditional The teacher states sentences in the present conditional and the student
converts them into the past conditional by adding “last week”. Example:

Teacher: I would go there if I had enough money.

Student: I would have gone there last week if I had had enough money.

 I would use it if it had a handle.

 I would call him if I knew his phone number.
 They would lose if they didn’t concentrate on the game.
 She wouldn’t kiss him if he didn’t give her a present.
 He would write the report quickly if it were urgent.
 I wouldn’t teach him the alphabet if he knew it.
 The match would be called off if it snowed.
 He would fall ill if he didn’t take care of himself.
 She wouldn’t fall in love with him if he didn’t write her poems.
 I wouldn’t do it if I weren’t told to do it.

47.15 Translation booklet 4 – list 16 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 34 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

259
47.16 Review: The concept of these verbs and nouns should be easy to explain. Spanish
doesn’t have a verb for “to borrow”. They say literally “to take lent” or “to
To borrow To ask for a loan ask lent”.
To lend To pay back
To owe To give back Many people use the verb “to loan”. For the sake of simplicity, let’s stay
A loan To return with the verb “to lend” and use “loan” as the noun.
A debt long-term
A mortgage short-term When you introduce the word “mortgage”, write it phonetically as:
risk
“mórguech”

 Is it a good practice to lend money to friends?

 Have you ever lent money to a friend?
 Have you ever borrowed money from a friend?
 Have you ever lent a book to a friend?
 Did that friend give it back?
 Do banks lend money to people or borrow money from people?
 Do banks lend money or borrow money from the Central Bank?
 Do private companies usually lend money or borrow money?
 Do large companies ask for big loans or small loans?
 What about small businessmen?
 Do few companies or most companies pay back the loans?
 Do you owe me any money?
 Do you owe me a favor?
 Do I owe you a favor?
 Tell Paco to ask Pepe if he owes anyone a favor?
 When you borrow a book, do you keep it or give it back?
 Do you forget about favors or do you try to pay them back?
 Are you planning to ask for a loan next month?
 If interests rates didn’t exist, would you ask for a loan more often?
 Who do banks lend money to?
 What do people borrow money for?
 What do people borrow books for?
 Is it easy or difficult to get a loan from the bank?
 Do you owe any money?
 Do you have any debts?
 Do you have a mortgage on your house?
 Do you have more than one mortgage?
 How long did it take you to pay back your first mortgage?
 Is a mortgage a long-term or short-term loan?
 Is a mortgage a loan against your house or against your salary?
 Do you prefer to borrow money or lend money?
 If you lend money, what is the risk?
 If you borrow money, what is the risk?
 Is it more risky for you to lend money or to borrow money?
 If I lent you a million pesetas, how long would it take you to pay me
back?
 Ask me what I would do if you didn’t pay me back?
 Do you prefer short-term or long-term loans?
 Give me a definition of a short-term loan?
 Give me a definition of a long-term loan?
 Does this company have a lot of long-term debt?
 Is it dangerous to have too much debt?
 Are you always borrowing money from people?
 Has anybody ever asked you for a loan?

47.17 Negative Read the following sentences in Spanish, eliciting the English response given in the right column.
questions
¿Por qué no utilizan el sistema nuevo? Why don’t they use the new system?
¿Por qué no esperamos hasta mañana? Why don’t we wait until tomorrow?
¿Por qué no funciona? Why doesn’t it work?
¿Por qué no fuiste? Why didn’t you go?
¿Por qué no nos llamaron? Why didn’t they call us?
¿Por qué no funcionaba? Why didn’t it work?
¿Por qué no lo has hecho todavía? Why haven’t you done it yet?
¿Por qué no ha ocurrido todavía? Why hasn’t it happened yet?
¿Por qué no nos han llamado? Why haven’t they called us?
¿Por qué no estarás allí? Why won’t you be there?

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47.18 Mastering the interrogative This is the 16th of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
I feel like staying at home. What do you feel like doing?
I feel afraid when I enter a hospital. How do you feel when you enter a hospital?
The battle was fought 9 miles east of Paris. Where was the battle fought?
We are fighting for our rights. What are you fighting for?
I found it in the kitchen. Where did you find it?
The boy was found near the supermarket. Where was the boy found?
He finds his customers through advertising. How does he find his customers?
You can find bargains in the Rastro. Where can I find bargains?
Peter found the report. Who found the report?
He flew to Paris last week. When did he fly to Paris?
He flies to Paris twice a month. How often does he fly to Paris?
I’ve flown to London twice this month. How many times have you flown to London
this month?
I forgot it because I left home in a hurry. Why did you forget it?
I’ve forgotten it three times this month. How many times have you forgotten it this
month?
We got four Christmas cards yesterday. How many Christmas cards did you get
yesterday?

47.19 Translation booklet 4 – list 17 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 35 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

47.20 Phrasal verbs Read the following sentences in Spanish, eliciting the English response given in the right column.

Le pedí un cigarro. I asked him for a cigarette.

Se lo pedí educadamente. I asked him for it politely.
El sacó dos cigarros de su paquete. He took two cigarettes out of his pack.
Los sacó con su mano izquierda. He took them out with his left hand.
Apagó el cigarro que tenía en la boca. He put out the cigarette he had in his mouth.
Lo apagó con sus dedos. He put it out with his fingers.
Si no apagas el incendio, yo lo apagaré. If you don’t put out the fire, I’ll put it out.
Si no apagas la vela, yo la apagaré. If you don’t blow out the candle, I’ll blow it out.
Si no apagas la luz, yo la apagaré. If you don’t turn off the light, I’ll turn it off.
Si no pones la luz, yo la pondré. If you don’t turn on the light, I’ll turn it on.
Si pones la radio, yo la apagaré. If you turn on the radio, I’ll turn it off.
Si no subes el volumen, yo lo subiré. If you don’t turn up the volume, I’ll turn it up.
Si no bajas el volumen, yo lo bajaré. If you don’t turn down the volume, I’ll turn it down.
El profesor no se presentó para la clase. The teacher didn’t show up for the class.

261
47.21 Still – yet – already – anymore There are two scenes depicted in picture 61, a man going up the stairs
and a painter painting a portrait. Here’s the routine for the man climbing
(Picture 61) the stairs:

Teacher: (pointing to first picture) What is the old man going to do?
Student: He’s going to go up the stairs.
Teacher: Has he started going up yet?
Student: No, he hasn’t started going up yet.
Teacher: Is he still on the ground floor?
Student: Yes, he’s still on the ground floor.
Teacher: (pointing to second picture) Has he started going up yet?
Student: Yes, he’s already started going up.
Teacher: Is he still on the ground floor?
Student: No, he’s not on the ground floor anymore.
Teacher: Has he reached the middle of the stairs yet?
Student: No, he hasn’t reached the middle of the stairs yet.
Teacher: Is he still on the first part of the stairs?
Student: Yes, he’s still on the first part of the stairs.
Teacher: (pointing to third picture) Has he reached the first floor yet?
Student: No, he hasn’t reached the first floor yet.
Teacher: Has he passed the halfway point yet?
Student: Yes, he’s already passed the halfway point.
Teacher: Is he still on the first part of the stairs?
Student: No, he isn’t on the first part of the stairs anymore.
Teacher: But has he reached the top yet?
Student: No, he hasn’t reached the top yet.
Teacher: Has he almost reached the top?
Student: Yes, he’s almost reached the top.
Teacher: But is he still going up?
Student: Yes, he’s still going up.
Teacher: (pointing to fourth picture) Is he still going up the stairs?
Student: No, he’s not going up the stairs anymore.
Teacher: Has he reached the top of the stairs yet?
Student: Yes, he’s already reached the top of the stairs.
Teacher: Is he still on the ground floor?
Student: No, he’s not on the ground floor anymore.
Teacher: Has he already reached the first floor?
Student: Yes, he’s already reached the first floor.

These first four pictures offer at least 34 questions and answers, all but
two containing “still”, “yet”, “already” or “anymore”. Two of them contain
“almost”.

Now, follow the same routine with the second four pictures in which
a painter is painting a portrait of Luigi Barghini.

47.22 Still – yet – already – anymore (contd) Continue as in the previous point. Here’s a rough outline.

(Picture 62) 1) Nigel Perkins – going to smoke cigarette – hasn’t started yet – hasn’t
put cigarette in mouth yet – hasn’t lit cigarette yet
2) has already put cigarette in mouth - hasn’t lit cigarette yet – is going
to light cigarette
3) has already lit cigarette – isn’t lighting cigarette anymore - has
already started smoking – has already smoked half of cigarette -
hasn’t finished smoking yet – is still smoking – hasn’t started reading
again yet
4) has already finished smoking – has already started reading again –
has already put out cigarette – isn’t smoking anymore.

1) The man is going to write a letter – hasn’t started yet – is still getting
ready to start
2) has already started – hasn’t finished the first paragraph yet – is still
writing the first paragraph – hasn’t started the second paragraph yet
3) has already finished the first paragraph – has already finished
second paragraph – has already finished third paragraph – has
already started fourth paragraph – hasn’t finished letter yet – hasn’t
finished fourth paragraph yet – hasn’t reached the closing yet – is
still writing the letter – is still writing the fourth paragraph
4) has already finished the letter – isn’t writing the letter anymore – is
reading the letter – hasn’t put it in the envelope yet

262
47.23 Plan / intend / try / Read the following sentences in Spanish, eliciting the English response given in the right column.
think about / think
of
Reflexiona sobre ello. Think about it.

No tengo intención de reflexionar sobre ello. I don’t intend to think about it.

Pensamos llevarles al Museo del Prado. We’re planning to take them to the Prado
Museum.

Procura estar allí puntualmente. Try to be there on time.

Pruébalo, te gustará. Try it, you’ll like it.

Lo intentaré. I’ll try.

¿Has pensado alguna vez en jubilarte? Have you ever thought about retiring?

No me gusta pensar en esas cosas. I don’t like to thing about those things?

Tengo intención de trabajar hasta que me muera. I intend to work until I die.

¿A quién se le ocurrió esta genial idea? Who thought of this great idea?

¿Cuándo piensas llamarle? When are you planning to call him?

¿Qué planes tienes para este fin de semana? What plans do you have for this weekend?

No pienso hacer nada. I’m not planning to do anything.

¿Por qué no intentas descansar un poco? Why don’t you try to get some rest?

Procura entender todo lo que te dicen. Try to understand everything they tell you.

47.24 Translation booklet 4 – list 18 Translation booklet: Read the Spanish sentences one by one and elicit
Vocabulary booklet 5 – list 36 the equivalent in English. Go around the class one by one.

Vocabulary booklet: Read the Spanish words or verbs one by one and
elicit from the students their equivalent in English.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

47.25 Regular verbs in past & present perfect Go through the third column of picture 44 and say the verb in the present
tense. Then the student must say it in the past form and the participle
Lately form. Insist on the best pronunciation possible. Example:

(Picture 44) Teacher: Every day I accept.

Student: Yesterday I accepted. Lately I’ve accepted (akseptid)
Teacher: Every day I act.
Pronunciation of endings Student: Yesterday I acted. Lately I’ve acted. (actid)

Go all the way down the third column

47.26 Irregular verbs in past & present perfect Follow the same routine as in the previous point, using the following
verbs:

break choose do feel

bring it costs drink fight
build come drive find
buy cut eat fly
catch deal with fall forget

Routine:

Teacher: Every day I break.

Student: Yesterday I broke. Lately I’ve broken.
Etc.

263
47.27 Phrasal verbs Read the following sentences in Spanish, eliciting the English response given in the right column.

Escúchame. Listen to me.

Si no cancelas la reunión, yo la cancelaré. If you don’t call off the meeting, I’ll call it off.

Quítate el abrigo. Quítatelo ahora. Take off your coat. Take it off now.

Repasa el informe primero. Después yo lo Look over the report first. Then I’ll look it over.
repasaré.

Pasemos a la lista siguiente. Let’s go on to the next list.

¿Quién le reemplazó? Who took over for him?

¿Cuándo despegó el avión? When did the plane take off?

Me encontré (casualmente) con Juan el otro I ran into John the other day.
día.

Choqué contra un arbol. I ran into a tree.

Nos hemos quedado sin gasolina. We’ve run out of gasoline. (petrol)

Se me ha acabado la paciencia. I’ve run out of patience.

Estamos sin dinero. We’re out of money.

Tendrás que inventar una historia. You’ll have to make up a story.

Si tú no aclaras este punto, yo lo aclararé. If you don’t clear up this point, I’ll clear it up.

Si tú no despiertas a la niña, yo la despertaré. If you don’t wake up the little girl, I’ll wake her up.

47.28 Mastering the interrogative This is the 17th of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
I got married in 1982. When did you get married?
He gets here at 8:00 every morning. What time does he get here every morning?
The party was last night. When was the party?
The last class was given last week. When was the last class given?
Peter gave the last class. Who gave the last class?
I didn’t give the last class because I was ill. Why didn’t you give the last class?
She usually gives me a tie for my birthday. What does she usually give you for your
birthday?
I gave you two classes last week. How many classes did you give me last
week?
She gives 20 hours of class a week. How many hours of class does she give a
week?
I’m tired because this list is too long. Why are you tired?
It’s 11:20. What time is it?
He went to bed an hour ago. When did he go to bed?
I called you last night because I felt lonely. Why did you call me last night?
I overslept twice last week. How many times did you oversleep last
week?
If I had a choice, I would go there by car. How would you go there if you had a choice?

47.29 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 124 (Li Tong) When the students read, correct them at all times and insist on intonation
and good pronunciation.

264
47.30 Translation booklet 4 – list 19 Translation booklet: Read the Spanish sentences one by one and elicit
the equivalent in English. Go around the class one by one.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

47.31 Negative Read the following sentences in Spanish, eliciting the English response given in the right column.
questions
¿Por qué no estará listo? Why won’t it be ready?
¿Por qué no les gustará? Why won’t they like it?
¿Por qué no sería aconsejable? Why wouldn’t it be advisable?
¿Por qué no querrías algo así? Why wouldn’t you want something like that?
¿Por qué no pudiste ir? Why couldn’t you go?
¿Por qué no se ha hecho? Why hasn’t it been done?
¿Por qué no se hará? Why won’t it be done?
¿Por qué no se está haciendo? Why isn’t it being done?
¿Por qué no se hace nunca? Why isn’t it ever done?
¿Por qué no se hizo? Why wasn’t it done?

47.32 Plan / intend / try / Read the following sentences in Spanish, eliciting the English response given in the right column.
think about / think
of
Tienes que intentar planificar tu tiempo. You have to try to plan your time.

¿Cuánto tiempo tiene Vd. intención de permanecer How long do you intend to stay in the United
en el Reino Unido? Kingdom?

Pienso hospedarme en el Hotel Palace. I’m planning to stay in the Palace Hotel.

No pensaba llamarle. I wasn’t planning to call him.

No fue mi intención herir tus sentimientos. It wasn’t my intention to hurt your feelings.

No trates de ser gracioso. Don’t try to be funny.

En cuanto me paguen, pienso marcharme de esta As soon as they pay me, I planning to leave
empresa. this company.

Inténtalo una vez más. Try one more time.

No puedo dejar de pensar en ti. I can’t stop thinking about you.

Pienso en ti día y noche. I think about you day and night.

47.33 Review: It’s never taken me... When was the last time it took you 10 minutes to tell a joke?
When was the last time it took you a year to sell a car?
When was the last time it took you five minutes to tie your shoes?
When was the last time it took you 10 hours to drive to Segovia?
When was the last time it took you four years to find a job?
When was the last time it took you three hours to find a pharmacy?
When was the last time it took you two months to locate a plumber?
When was the last time it took you 10 hours to cook a meal?
When was the last time it took you an hour to wash your hair?
When was the last time it took you three hours to find a parking place?

265
Unit 48

48.1 Review: Most people This is the use of “most” as “the majority of”
Most books
Most companies In general, you can say that “most + noun” is the indefinite way to say “the
Etc. majority of”, while “most of the + noun” is the definite way. Example:

Indefinite: Most people own a car.

Definite: Most of the people in this company own a car.

The indefinite form can often be used as well in the definite context:

Most people in this company own a car.

However, the opposite is not possible. We cannot make a generalization

saying: “Most of the people own a car”, because the natural response
would be “Most of the people where...?”

Routine:

Simply tell your students that you’re going to ask questions about the
habits of Spanish people. The students must answer in the affirmative or
the negative with “most”. Examples:

Teacher: Do most people in Spain live in cities?

Student: Yes, most people in Spain live in cities.

Teacher: Do most people in Spain drink wine every day?

Student: No, most people in Spain don’t drink wine every day?

More questions: (You can expand enormously beyond these questions).

Do most people in Spain smoke?

earn more than 3 million pesetas a year?
go to mass every Sunday?
watch football matches on TV?
own a house in the country?
speak English?
buy a newspaper on Sundays?
pay taxes?
Etc.

Are most people in Spain married?

content with their income?
in favor of the European Union?
supporters of Real Madrid?
taller than you?
Etc.

Do most women in Spain wear flowers in their hair?

work?
cook well?
handle the family finances?
Etc.

48.2 Translation booklet 4 – list 20 Translation booklet: Read the Spanish sentences one by one and elicit
the equivalent in English. Go around the class one by one.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

48.3 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 125 (Paula Eisenbach) When the students read, correct them at all times and insist on intonation
and good pronunciation.

266
48.4 Phrasal verbs Read the following sentences in Spanish, eliciting the English response given in the right column.

Déjame en esta esquina. (van en coche) Let me off at this corner.

Si defraudas a tu gente, me defraudarás a mí If you let down your people, you’ll let me down
también. too.

Has omitido el punto 3. Yo lo omití también. You left out point 3. I left it out too. (se usa el
pasado)

Salieron para Chile anoche. They left for Chile last night.

Atravesaron la barrera del sonido. They broke through the sound barrier.

Si no guardas tus juguetes, ¿quién los If you don’t put away your toys, who will put them
guardará? away?

No te des por vencido. Don’t give up.

No des tu brazo a torcer. Don’t give in.

Si tu no distribuyes las notas, yo las distribuiré. If you don’t give out the grades, I’ll give them out.

Si tu no revisas el informe, yo lo revisaré. If you don’t look over the report, I’ll look it over.

Sé suficiente inglés para salir del paso. I know enough English to get by.

Me las apañaré. I’ll get by.

Llegué al hotel 10 minutos tarde. I got to the hotel 10 minutes late.

Si no superas la enfermedad hoy, la superarás If you don’t get over the illness today, you’ll get
pronto. over it soon.

Aléjate del humo. Get away from the smoke.

48.5 Mastering the interrogative This is the 18th of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
It will arrive tomorrow. When will it arrive?
I don’t have anything to do tomorrow. What do you have to do tomorrow?
I have to do it because it’s my duty. Why do you have to do it?
I told her the truth because I don’t like to lie. Why did you tell her the truth?
She’s tall, slim, and walks like a model. What does she look like?
She sings like an opera star. How does she sing?
She wears a dress when she goes out. What does she wear when she goes out?
She gets angry with me when I don’t call What does she do when you don’t call her?
her.
She likes to go to discos at night. What does she like to do at night?
She sleeps on the left side of the bed. Which side of the bed does she sleep on?
She’s from Argentina. Where is she from?
Her name is Pandora. What’s her name?
She’s pleasant, funny, and intelligent. What’s she like?
She came to Spain 4 years ago. When did she come to Spain?
I met her at a cocktail party. Where did you meet her?

48.6 Translation booklet 4 – list 21 Translation booklet: Read the Spanish sentences one by one and elicit
the equivalent in English. Go around the class one by one.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

267
48.7 Present or 2nd conditional Have your students ask you the following questions:

 Ask me if I would live in Spain if it were a dictatorship.

 Ask me if I would buy a new house if I won the lottery.
 Ask me if I would commit suicide if I lost my job.
 Ask me if I would laugh if you told me an off-color joke.
 Ask me if I would talk to your boss if you didn’t attend regularly.
 Ask me if I would leave Spain if I became seriously ill.
 Ask me if I would congratulate you if you reached level 9.
 Ask me if I would quit teaching if I were offered a job in IBM.
 Ask me if I would get angry if you refused to cooperate in class.
 Ask me if I would get depressed if I knew I would be an English
teacher for the rest of my life.

48.8 Negative Read the following sentences in Spanish, eliciting the English response given in the right column.
questions
¿Por qué no nos invitan nunca? Why don’t they ever invite us?
¿Por qué no deberíamos hacerlo? Why shouldn’t we do it?
¿Por qué no ha sido confirmado? Why hasn’t it been confirmed?
¿Por qué no lo habrías hecho? Why wouldn’t you have done it?
¿Por qué no tiene nadie secretaria aquí? Why doesn’t anyone have a secretary here?
¿Por qué no vas allí con ellos? Why don’t you go there with them?
¿Por qué no lo pruebas? Why don’t you try it?
¿Por qué no cae él bien a nadie? Why doesn’t anyone like him?
¿Por qué no sería correcto? Why wouldn’t it be correct?
¿Por qué no pasamos a otra lista? Why don’t we go on to another list?

48.9 Plan / intend / try / Read the following sentences in Spanish, eliciting the English response given in the right column.
think about / think
of
¿Qué impresión te causó ella? What did you think of her?

Imagínate… ¡podríamos ser millonarios! Think of it… we could be millionaires!

No tengo intención de perder la cabeza por ella. I don’t intend to lose my head over her.

Deja de pensar en ella, ¿quieres? Stop thinking about her, will you?

Piénsalo antes de decidir. Think about it before deciding. (think it over)

Nunca se me ha ocurrido esa posibilidad. I’ve never thought of that possibility.

Bueno, ¿qué piensas? Well… what do you think?

No pienso ceder. I’m not planning to give in.

Piensa en los niños. Think about the children.

No se me ocurre nada. I can’t think of anything.

No piensan ascenderte. They’re not planning to promote you.

No tengo intención de volver a cometer ese error. I don’t intend to make that mistake again.

¿Piensas hacer la próxima lista hoy? Are you planning to do the next list today?

Estoy pensando en abandonar esta idea de I’m thinking about giving up this idea of
aprender inglés. learning English.

Sólo pienso seguir hasta que termine estas listas. I’m only planning to continue until I finish
these lists.

268
48.10 Past or 3rd conditional Have your students ask you the following questions:

 Ask me if I would’ve come here today if I had had a sore throat.

 Ask me where I would’ve stayed last night if my house had been
destroyed by a fire.
 Ask me if I would’ve called you if I had known I couldn’t come to
class.
 Ask me what I would’ve said to my boss if I had won a million dollars
in the lottery last Christmas.
 Ask me if I would’ve come to Spain if I had had a good job in my
country.
 Ask me who I would’ve contacted if I had needed someone to take
me to the hospital.
 Ask me what city I would’ve visited if I had won a 5-day trip to any
city in the world.
 Ask me what I would’ve taken last night if I had had a terrible
headache.
 Ask me if I would’ve stayed up last night if there had been a good
movie on TV.
 Ask me what time I would’ve gone to bed last night if yesterday had
been Saturday.

48.11 Translation booklet 4 – list 22 Translation booklet: Read the Spanish sentences one by one and elicit
the equivalent in English. Go around the class one by one.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

48.12 Review: So – such Teacher: The plate is too hot to handle.

Review of “too” Student: The plate is so hot that I can’t handle it.
It’s such a hot plate that I can’t handle it.

Teacher: The man was very old. He couldn’t walk.

Point 27.17 provides a theoretical Student: The man was so old that he couldn’t walk.
explanation of the difference between He was such an old man that he couldn’t walk.
“so” and “such”

Use the above drill routine with the following ideas:

The day is too cold for us to play tennis.

The runner is too slow to win the race.
The man is too short to play basketball.
The exam is too long for me to finish on time.
The steak is too tough for me to eat.
The man is too fat to get into the car.
The movie was very bad. I left in the middle.
The meeting was very boring. I fell asleep.
The suitcase was very heavy. I couldn’t carry it.
The water was extremely cold. I couldn’t swim in it.
Russian is very difficult. It took me 5 years to learn it.
The bed was very hard. I couldn’t sleep on it.
The man was very crazy. He played solitaire with only 25 cards.
The day was beautiful. I decided to talk a walk.
The course was difficult. I didn’t pass it.

48.13 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 126 (Nancy Johnson) When the students read, correct them at all times and insist on intonation
and good pronunciation.

269
48.14 Translation booklet 4 – list 23 Translation booklet: Read the Spanish sentences one by one and elicit
the equivalent in English. Go around the class one by one.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

48.15 Phrasal verbs Read the following sentences in Spanish, eliciting the English response given in the right column.

He mirado con detenimiento tu curriculum. I’ve looked through your résumé.

Mi coche se averió en medio de la carretera. My car broke down in the middle of the highway.

Desglosa las ventas. Desglósalas por regiones. Break down the sales. Break them down by
regions.

Da la vuelta a la tortilla. Dale la vuelta ahora. Turn over the omelet. Turn it over now.

Si Superman no se da la vuelta, no podré ver If Superman doesn’t turn around, I won’t be able
su capa. to see his cape.

Esto se está convirtiendo en una pesadilla. This is turning into a nightmare.

Resulta que todo el mundo lo sabía menos yo. It turns out that everyone knew except me.

Si no inflas el globo, yo lo inflaré. If you don’t blow up the balloon, I’ll blow it up.

Si no vuelas el puente, yo lo volaré. If you don’t blow up the bridge, I’ll blow it up.

Elige el color que más te guste. Pick out the color you like the best.

Déjamelo a mí. Leave it to me.

Déjame salir. Let me out.

Déjame entrar. Let me in.

Ella dejó escapar un suspiro. She let out a sigh.

Si no te apuntas al curso, yo me apuntaré a If you don’t sign up for the course, I’ll sign up for
ello. it.

48.16 Mastering the interrogative This is the 19th of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
My first impression of her was good. What was your first impression of her?
I see her every day. How often do you see her?
The last time I saw her was last night. When was the last time you saw her?
He has four lists left. How many lists does he have left?
There are 15 minutes left. How much time is there left?
It’s been 4 months since I saw him. How long has it been since you saw him?
There have been 3 crash courses this How many crash courses have there been
month. this month?
There was only one crash course last How many crash courses were there last
month. month?
There are going to be 2 courses next How many courses are there going be next
month. month?
The meeting was held last Tuesday. When was the meeting held?
Sales grew 47% last year. How much did sales grow last year?
We had to close 2 factories. How many factories did you have to close?
We had to lay off 300 workers. How many workers did you have to lay off?
37 people were killed in the accident. How many people were killed in the accident?
It was my fault. Whose fault was it?

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48.17 There + to be Read the following sentences in Spanish, eliciting the English response given in the right column.

Hay un problema con el sistema nuevo. There’s a problem with the new system.
Hay varios asuntos que atender. There are several matters to take care of.
Había mucha gente aquí cuando llegué. There were a lot of people here when I arrived.
Hubo una explosión en la fábrica anoche. There was an explosion in the factory last night.
Había varios faxes aquí esta mañana. There were several faxes here this morning.
Habrá una fiesta esta noche si no llueve. There will be a party tonight if it doesn’t rain.
Va a haber una reunión esta tarde. There’s going to be a meeting this afternoon.
Va a haber muchos problemas con esto. There are going to be a lot of problems with this.
Ha habido un malentendido. There’s been a misunderstanding.
Ha habido varios casos. There have been several cases.
Habría menos casos si hubiera una vacuna. There would be fewer cases if there were a vaccine.
Debe de haber una solución. There must be a solution.
Tiene que haber una forma de resolverlo. There has to be a way to solve it.
Tiene que haber al menos tres. There have to be at least three.
Debería haber más sillas. There should be more chairs.

48.18 Review: Passive voice Convert the following sentences from the active to the passive voice as in
the example below:

Teacher: Someone told me to wait here.

I was told to wait here.

 Someone made an offer to buy the house.

 Someone will clean it tomorrow.
 Someone may have already sold it.
 No one can trust him.
 No one should leave him alone at home.
 Someone should teach him a lesson.
 No one killed him.
 Someone will have to do it over.
 No one could do it.
 Everyone chose the blue one.
 Someone needs to wash the car.
 No one had stolen it after all.

48.19 Past or 3rd conditional Teacher: He drowned because the ship sank.
Student: If the ship hadn’t sunk, he wouldn’t have drowned.

 He fell down because the pavement was slippery.

 I found it because I looked for it.
 I learned the expression because I looked it up in the dictionary.
 I met her because I was introduced to her.
 I held it in my left hand because my right hand was bandaged.
 I heard it because I was in the room.
 He became famous because he broke the world record.
 I gave it to her because I didn’t need it.
 I left early because I had a dental appointment.
 I dealt with him because he was the only supplier.

48.20 Translation booklet 4 – list 24 Translation booklet: Read the Spanish sentences one by one and elicit
the equivalent in English. Go around the class one by one.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

271
48.21 There + to be Read the following sentences in Spanish, eliciting the English response given in the right column.

Podría haber más de lo que piensas. There could be more than you think.

Me dijeron el otro día que había habido They told me the other day that there had been
problemas con el sistema nuevo. problems with the new system.

Siempre ha habido problemas con el There have always been problems with the system.
sistema.

No parece haber una solución. There doesn’t seem to be a solution.

Habría habido más problemas si no There would have been more problems if we hadn’t
hubiéramos visto el error a tiempo. seen the mistake in time.

Antes había mucha gente aquí. There used to be a lot of people here.

No hay tantos como antes había. There aren’t as many as there used to be.

No tiene que haber una solución There doesn’t have to be a solution necessarily.
necesariamente.

No puede haber tanta gente. There can’t be that many people. (so many)

Puede que haya una solución. There may be a solution.

Puede que haya habido un malentendido. There may have been a misunderstanding.

Quiero que haya una azafata en la reunión. I want there to be a hostess in the meeting.

Tráeme lo que haya. Bring me whatever there is.

No queda nada por hacer. There’s nothing left to do.

Parece haber varias versiones. There seem to be several versions.

48.22 Review: Had better Should = a recommendation, suggestion, or moral piece of advice
Had better not Had better = a strong warning, with negative consequences implied

Otherwise... Have your students describe the pictures and elicit the following warnings:

 She’d better look after her child, because otherwise...

(Pictures 86 – 87 – 88)  She’d better spend more time watching her child and talk less on the
phone, because otherwise...
 She’d better not leave chairs on her terrace, because otherwise...
 She’d better stop talking and pay attention to her baby, because
otherwise...

 He’d better put on warm clothes, because otherwise...

 He’d better not go out in those summer clothes, because otherwise...
 He’d better check the weather before going out, because otherwise...

 He’d better pay attention to what he’s doing, because otherwise...

 He’d better watch out for that saw, because otherwise...
 He’d better stop joking with his coworkers, because otherwise...
 He’d better be careful, because otherwise...

 He’d better be more careful with his money, because otherwise...

 He’d better keep his money in a safer place, because otherwise...
 He’d better not carry so much money, because otherwise...
 He’d better not leave those bills in sight, because otherwise...

 He’d better look where he’s running, because otherwise...

 He’d better slow down, because otherwise...
 He’d better not run so fast, because otherwise...
 He’d better be careful, because otherwise...

 He’d better look to his right, because otherwise...

 He’d better not start crossing the street, because otherwise...
 He’d better be more careful, because otherwise...
 He’d better realize he’s in the U.K. and not in the States, because
otherwise...

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48.23 Mastering the interrogative This is the 20th of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
They are coming later this afternoon. When are they coming?
The trade fair took place in early October. When did the trade fair take place?
I was at home when it happened. Where were you when it happened?
I would have fired him if he had done that. What would you have done if he had done
that?
We sold 3 units last week. How many units did you sell last week?
“Talar” means to cut down trees. What does “talar” mean?
I looked up the word in the Collins Where did you look up the word?
dictionary.
We started last week. When did you start?
Peter gave the opening speech. Who gave the opening speech?
It took him 20 minutes to cover that subject. How long did it take him to cover that
subject?
It takes me five minutes to shave. How long does it take you to shave?
The price should be raised 10%. How much should the price be raised?
It costs $20. How much does it cost?
It’s worth only $10. How much is it worth?
It will be finished next week. When will it be finished?

48.24 Phrasal verbs Read the following sentences in Spanish, eliciting the English response given in the right column.

Emprendieron viaje ayer. They set out yesterday.

Quiero fijar unas reglas antes de empezar. I want to set down some rules before starting.

Voy a concertar una entrevista con ella. I’m going to set up an interview with her.

Cálmate. Settle down.

Túmbate. Lie down.

Incorpórate. Sit up.

¿Cuándo volviste? (llegar de regreso) When did you get back?

No pude establecer contacto con ellos. I couldn’t get through to them.

(telefónico).

Adelante. Go ahead.

Estábamos en el barrio y decidimos pasar por We were in the neighborhood and we decided to
aquí para haceros una visita. drop by and pay you a visit.

Pasaré por tu casa camino de la mía. I’ll pass by your house on the way to mine. (drop
by)

La buena señora falleció después de una larga The good lady passed away after a long illness.
enfermedad.

Me quedé sin sentido. I passed out.

Primero tienes que atravesar un cruce. First you have to pass through an intersection.

No dejes pasar esta oportunidad. Don’t pass up this opportunity.

48.25 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 127 (Luigi Barghini) When the students read, correct them at all times and insist on intonation
and good pronunciation.

273
48.26 Translation booklet 4 – list 25 Translation booklet: Read the Spanish sentences one by one and elicit
the equivalent in English. Go around the class one by one.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

48.27 Present or 2nd conditional Teacher: I eat there because the food is cheap.
Student: If the food weren’t cheap, you wouldn’t eat there.

 I’m carrying an umbrella because it’s raining.

 I like her because she doesn’t talk too much.
 You’re here because your English isn’t perfect.
 You work here because you’re not rich.
 You can’t buy a Ferrari because you don’t have enough money.
 Gold is expensive because it’s scarce.
 You’re here today because you don’t feel ill.
 I don’t know your boss well because I don’t deal with him.
 Your English isn’t better because you don’t read a novel every week.
 I feel tired because I don’t take care of my health.

48.28 There + to be Read the following sentences in Spanish, eliciting the English response given in the right column.

No habrá fiesta esta noche. There won’t be a party tonight.

¿Cuándo habrá una reunión sobre esto? When will there be a meeting on this?

¿Va a haber otra fiesta como la última? Is there going to be another party like the last one?

Jamás ha habido alguien como ella. There’s never been anyone like her.

Ha habido varias tormentas últimamente. There have been several storms lately.

¿Por qué no había gente cuando llegué allí? Why weren’t there any people when I got there?

Podría haber habido un accidente. There could have been an accident.

Debería haber habido un guardia de There should have been a security guard.
seguridad.

Me trajeron todo lo que había. They brought me everything there was.

No hay ni la mitad de lo que antes había. There isn’t even half of what there used to be.

48.29 Review of “to get”

Here are some questions you can ask:
This is a review of point 31.24. The usage
of “to get” here is not in a phrasal verb Do you get sick when you travel? Are you getting tired of me?
format, but rather in its usage that is similar What time do you get dressed? Do you get bored easily?
to reflexive verbs in Spanish Is your English getting better? Do you get tired easily?
Does your car get dirty in bad weather? Is this class getting harder?
Do you get upset with me in class? Do you get depressed easily?
Do you get scared in the dark? Is the climate getting drier?
When did you get married? Are you getting fat?
Do you get jealous easily? Do you get angry often?
Did a fax get misplaced yesterday? Do you get confused when
Do you need to get more organized? there are a lot of changes?
Did you get lost in Madrid last week? What times does it get dark?
Did you get injured in an accident When did you get married?
yesterday? How often do you get drunk?
Do you get sad when you hear sad What time do you get up?
stories? Would you like to get rich?
Did you get hurt playing football last Did you get wet yesterday
week?

274
48.30 Review: As long as These are the two most common ways of saying “on the condition that”.
Provided (that) The first way (as long as) is the more everyday expression. The second is
slightly more formal.

Teacher: I will do it only if you support me.

Student1: I will do it as long as you support me.
Student 2: I will do it provided you support me.

 I will go there only if you come with me.

 He’ll pay for it only if there is a proper invoice.
 I’ll write the report only if you promise to sign it.
 I’ll call the meeting only if at least 10 managers attend.
 I’ll fly there only if you pay for my accommodations.
 I’ll arrange the party only if you promise to stay sober.
 I’ll teach the class only if you pay me in advance.
 I’ll make the offer only if you back it up with technical support.

48.31 Phrasal verbs Read the following sentences in Spanish, eliciting the English response given in the right column.

No te acerques a mi novia. Stay away from my girlfriend.

Dejé el colegio a los 15 años. I dropped out of school when I was 15 years old.

Nos quedamos levantados hasta las tantas. We stayed up very late.

Nos quedamos por ahí hasta las tantas. We stayed out very late.

Le gusta presumir. He likes to show off.

¿Cómo puedo transmitirles la importancia de How can I get across to them the importance of
esto? this?

No sé cómo transmitírselo. I don’t know how to get it across to them.

Ella me habló hasta convencerme. (me comió She talked me into it.
el coco)

Me alegro de que me hayas hablado para I’m glad you talked me out of it.
convencerme de lo contrario.

No me líes. Don’t mix me up.

No puedo captar lo que dicen. I can’t make out what they’re saying.

No te quedes atrás. Don’t fall behind.

No te enamores. Don’t fall in love.

48.32 Review: Superlatives Are you the tallest person in this class?
Is Granada the most beautiful city in Spain?

Use the following adjectives, and more if I’ve forgotten some. Some of
them are irregular, such as good-best, bad-worst, and far-farthest. The
third column are adjective requiring “most” or “least”.

tall-short thick-thin important

long-short simple-complicated interesting
big-small far-near attractive
easy-difficult high-low beautiful
hard-soft good-bad difficult
fast-slow rich-poor intelligent
cheap-expensive clean-dirty expensive
young-old hot-cold famous
new-old wet-dry (climate) popular

What’s the biggest city in Spain?

What’s the fastest animal in the world? (the cheetah)
Who’s the richest person in the world? in Spain? in this company?
What’s the most beautiful city/province in Spain?
Who’s the best English speaker in this company?
Etc.

275
48.33 Translation booklet 4 – list 26 Translation booklet: Read the Spanish sentences one by one and elicit
the equivalent in English. Go around the class one by one.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

48.34 Mastering the interrogative This is the 21st of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
The subject of the meeting was bonuses. What was the subject of the meeting?
It lasted 45 minutes. How long did it last?
He used a knife to open the door. What did he use to open the door?
There are 6 people on the committee. How many people are there on the
committee?
It sounds like a locomotive. What does it sound like?
It tastes like orange juice. What does it taste like?
It looks like a medieval castle. What does it look like?
It smells like cheap perfume. What does it smell like?
It feels like rabbit fur. What does it feel like?
I live on the north side of the street. Which side of the street do you live on?
They can’t come because they need more Why can’t they come?
time.
They shouldn’t do it now because it’s too Why shouldn’t they do it now?
soon.
I’m looking at photograph. What are you looking at?
I’m talking to Peter. Who are you talking to?
I would like to speak to Jennifer, please. Who would you like to speak to?

48.35 Short answer drill and listening Students should answer the following questions with a short answer.
comprehension exercise
No question has any relation whatsoever with the one that follows it. In
addition, many of the questions are absurd. This makes it more difficult for
the students to understand the questions, which converts the drill into not
only a short-answer drill but a good listening exercise as well.

Ask the following questions, eliciting a short answer:

Were the first astronauts brave men?

Has the queen of England been in the news lately?
Should you and I make an effort to get along?
Can professional boxers take off their gloves during a match?
Should a woman open a door for a crippled man?
Could the Romans build strong roads?
Can you swim under water?
Did your car break down last week?
Could Ghengis Khan scare people?
Will you and I be alive in the year 2070?
Is this the last chance you have to improve your English?
Have you undergone heart surgery this year?
Has there ever been a cholera epidemic in Spain?
Would your car run better if you washed it every day?
Is the president of South Africa Jewish?
Does a black woman often have more rhythm than a white woman?
Can I ask you a question?
Did Pelé play in several World Cups?
Could you play poker when you were a teenager?
Will your house be torn down next year?

276
48.36 There + to be Read the following sentences in Spanish, eliciting the English response given in the right column.

¿Ha habido muchas quejas últimamente? Have there been many complaints lately?
No habría quejas si Pepe estuviera aquí. There wouldn’t be any complaints if Pepe were here.
¿No debería haber un índice? Shouldn’t there be an index?
¿Ha habido llamadas para mí? Have there been any calls for me?
¿Hubo heridos? Were there any injuries?
¿Hay problemas? Are there any problems?
¿Habrá alguien esperándome? Will there be anyone waiting for me?
¿Hay alguna posibilidad? Is there a possibility?
¿Ha habido algún cambio? Has there been a change?
¿Ha habido algunos cambios? Have there been any changes?

48.37 Review of “unless” Teacher: I’ll do it only if you support me.

Student: I won’t do it unless you support me.

 I will go there only if you come with me.

 He’ll pay for it only if there is a proper invoice.
 I’ll write the report only if you promise to sign it.
 I’ll call the meeting only if at least 10 managers attend.
 I’ll fly there only if you pay for my accommodations.
 I’ll arrange the party only if you promise to stay sober.
 I’ll teach the class only if you pay me in advance.
 I’ll make the offer only if you back it up with technical support.

48.38 Review: Reported speech Picture 67 contains four short dialogues between two people. Proceed as
follows:

(Picture 67) Dialogue 1: Have two students learn the lines, reading to each other first
and then trying to do it by heart. If it’s a private class, you take one of the
parts.

After the students have read and said their lines several times, turn the
page over so no one can see it and ask the following:

This point can easily fill a full Teacher: What did Phillip ask Nigel?
hour of class time Student: He asked him if he had ever been to Yellowstone Park.
Teacher: What did Nigel say?
Student: He said that he’d never been there.
Teacher: And then what did Phillip ask him?
Student: He asked him if he enjoyed visiting national parks.
Teacher: And what did Nigel say?
Student: He said that he didn’t know because he hadn’t been to one
in 20 years.
Teacher: And then what did Phillip tell Nigel?
Student: He told him that he was going to make reservations for him
and his wife.
Teacher: What did Nigel ask?
Student: He asked if Phillip was sure that his wife would like visiting
a park.
Teacher: And what did Phillip say?
Student: He said that everyone enjoyed Yellowstone Park.

Now follow this same pattern with the remaining three dialogues.

48.39 Translation booklet 4 – list 27 Translation booklet: Read the Spanish sentences one by one and elicit
the equivalent in English. Go around the class one by one.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

277
Unit 49

49.1 Mastering the interrogative This is the 22nd of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
I’m looking for my wallet. What are you looking for?
I’m waiting for Morgan. Who are you waiting for?
I’m looking forward to his visit. What are you looking forward to?
I’m listening to the radio. What are you listening to?
I’m taking care of my sister’s baby. Who are you taking care of?
I’m going out with Jennifer. Who are you going out with?
I’m having lunch with Fred tomorrow. Who are you having lunch with tomorrow?
I spoke to John yesterday. Who did you speak to yesterday?
I went out with Patricia last night. Who did you go out with last night?
The meeting was called off because of me. Why was the meeting called off?
I gave it to Mary. Who did you give it to?
I said hello to Nancy. Who did you say hello to?
I did it for Joseph. Who did you do it for?
I sent it to Sam. Who did you send it to?
I ordered it from Perkins Supplies. Who did you order it from?

49.2 Auxiliary verbs Read the following sentences in Spanish, eliciting the English response given in the right column.

No llueve mucho aquí. It doesn’t rain much here.

No vienen aquí a menudo. They don’t come here often.
No ocurrirá. It won’t happen.
¿Cuándo estarán aquí? When will they be here?
¿Cuándo estuvieron aquí? When were they here?
¿Cuántas veces han estado aquí? How many times have they been here?
¿Irías si pudieras pagarlo? Would you go if you could pay for it?
¿Irás si puedes pagarlo? Will you go if you can pay for it?
¿Habrías ido si hubieras podido pagarlo? Would you have gone if you could’ve paid for it?
No voy a ir porque no puedo pagarlo. I’m not going to go because I can’t pay for it.
No fui porque no podía pagarlo. I didn’t go because I couldn’t pay for it.
No iré porque no podré pagarlo. I won’t go because I won’t be able to pay for it.
No iría aunque pudiera pagarlo. I wouldn’t go even if I could pay for it.
¿Le viste ayer? Did you see him yesterday?
¿Le has visto hoy? Have you seen him today?
¿Le verás mañana? Will you see him tomorrow?
¿Le verías si tuvieras tiempo? Would you see him if you had time?
¿Le vas a ver más tarde? Are you going to see him later?
¿Tienes que verle? Do you have to see him?
¿No me dijiste que le ibas a ver? Didn’t you tell me you were going to see him?
¿Le habrías visto si hubiera estado aquí Would you have seen him if he had been here
ayer? yesterday?

No lo hice. I didn’t do it.

No lo hago. I don’t do it.
No lo estoy haciendo. I’m not doing it.
No lo haré. I won’t do it.

278
49.3 Short answer drill and listening Students should answer the following questions with a short answer.
comprehension exercise
No question has any relation whatsoever with the one that follows it. In
addition, many of the questions are absurd. This makes it more difficult for
the students to understand the questions, which converts the drill into not
only a short-answer drill but a good listening exercise as well.

Ask the following questions, eliciting a short answer:

Should donkeys and mules be used for everyday transportation?

Have we created a better world in our generation?
Were you sleepy when you went to bed last night?
Are there any World War II veterans in your family?
Would you be famous if you could run 100 meters in 5 seconds?
Is Cleopatra still the queen of Egypt?
Do stage actors spend a lot of time rehearsing?
Can your voice reach the highest note on the piano?
Did I lend you any money last week?
Could your house be painted in only 30 minutes?
Will you speak English as well as I do someday?
Should you obey the law?
Have I ever hurt your pride?
Was your great grandmother a religious leader?
Were there any philosophers in Greece in ancient times?
Would the Spanish people defend Spain if it were invaded?
Are you and I members of a secret organization?
Do you own a boat?
Can a politician live a life free of corruption?
Did you commit a violent crime when you were a teenager?

49.4 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 128 (Ronny Perkins) When the students read, correct them at all times and insist on intonation
and good pronunciation.

49.5 Phrasal verbs Read the following sentences in Spanish, eliciting the English response given in the right column.

No puedo seguir el ritmo. I can’t keep up.

Vas muy de prisa. No puedo seguir tu ritmo. You’re going too fast. I can’t keep up with you.
Si no les alcanzas, ganarán la carrera. If you don’t catch up with them, they’ll win the
race.
Me caí al agua. I fell into the water.
El niño se cayó del árbol. The little boy fell out of the tree.
Ella entró en una depresión. She fell into a depression.
No te apoyes en la mesa. Don’t lean on the table.
No te apoyes en la pared. Don’t lean against the wall.
Apóyate en mí. Lean on me.
Tendrán que escucharme hasta el final. They’ll have to hear me out.
No tengo noticias de ella. I haven’t heard from her.
Nunca he oído hablar de Paco Morgan. ¿Quién I’ve never heard of Paco Morgan. Who is he?
es?
No lo puedo remediar. (No lo puedo evitar) I can’t help it.
Déjame que te eche una mano. Let me help you out.
Habladlo antes de tomar una decisión. Talk it over before making a decision.
Ayúdale a levantarse. Help him up.
Espérate. Hold on.

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49.6 Mastering the interrogative This is the 23nd of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
I called him from Burgos. Where did you call him from?
This package is for Pauline. Who is this package for?
That letter is from Andrew. Who is that letter from?
When you saw me, I was talking to Who were you talking to when I saw you?
Jennifer.
I’m worried about the new project. What are you worried about?
I’m nervous about my presentation What are you nervous about?
tomorrow.
I’m thinking about an old girlfriend of mine. What are you thinking about?
He’s talking about the cost of the project. What is he talking about?
I work with Norman. Who do you work with?
I’m staying with an old friend of mine. Who are you staying with?
He’s pointing at the broken window. What is he pointing at?
She’s shouting at her husband. Who is she shouting at?
A bottle opener is for opening bottles. What is a bottle opener for?
I’m here to help you. What are you here for?
This manual is for repairing the machine. What is this manual for?

49.7 Translation booklet 4 – list 28 Translation booklet: Read the Spanish sentences one by one and elicit
the equivalent in English. Go around the class one by one.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

49.8 Review: the more... the more Ask you students to answer in complete sentences:

 Is it true or not true that the more you work the more you earn?
 Is it true or not true that the faster you drive the sooner you arrive?
 Is it true or not true that the less you smoke the better you feel?
 Is it true or not true that the more you drink the drunker you get?
 Is it true or not true that the longer you live the later you die?
 Is it true or not true that the more you study the more you learn?
 Is it true or not true that the more you sleep the better you feel?
 Is it true or not true that the smarter you work the more you earn?
 Is it true or not true that the less it rains the drier everything gets?
 Is it true or not true that the more you eat the fatter you get?
 Is it true or not true that the more it snows the colder it gets?
 Is it true or not true that the slimmer you are the healthier you are?
 Is it true or not true that the more you’re with me the more you learn?
 Is it true or not true that the longer a river is the faster the water
flows?
 Is it true or not true that the more money you make the richer you
become?
 Is it true or not true that the more debts you accumulate the more
money you have?
 Is it true or not true that the foggier it is the more dangerous it is to
drive?
 Is it true or not true that the more vitamins you take the better you
feel?

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49.9 Review: Teacher: Although Michael had to do homework, he decided to play a
computer game.
Conjunctions: Instead of / rather than Student: Instead of doing his homework, Michael decided to play a
computer game.
Student: Rather than doing his homework, Michael decided to play a
computer game.

Here are more cues:

- Although she needed to go to the bank, she decided to spend the

morning with her boyfriend.
- Although I expected them to come here first, they went directly to
the meeting.
- Although this way is okay, I think we should do it the other way.
- Although they considered preparing the food themselves, they called
a catering company.
- They thought about waiting for the bus, but then they decided to
catch a taxi.
- We considered buying tickets for the match, but then we decided to
watch it on TV.

49.10 Adjective Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
enrichment difficult to teach a large number rich adjectives in a natural, English-only, way. The list below is extracted
from Focused Translation Booklet 3.

El es una persona muy inquieta. He’s a very restless person.

Ha sido una experiencia gratificante. It’s been a rewarding experience.

Es demasiado arriesgado. It’s too risky.

Pasé un período difícil hasta aprender este trabajo. I had a rough time until I learned this job.

Ella es a veces mal educada con sus subordinados. She’s sometimes rude with her subordinates.

Me asusta cualquier cosa que corre por el suelo. I’m scared of anything that runs along the floor.

El es una persona muy egocéntrica. He’s a very self-centered person.

Ella es una persona muy confiada en sí misma. She’s a very self-confident person.

¿Por qué eres tan tímido? Why are you so self-conscious?

Soy autónomo. I’m self-employed.

El es una persona independiente que consigue las He’s a self-reliant person.

cosas por sus propios recursos.

No seas egoísta. Don’t be selfish.

Ella tiene una lengua muy afilada. She has a very sharp tongue.

No seas tímido. Don’t be shy.

Eres muy hábil con la gente. You’re very skillful with people.

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49.11 Review: Look – Look like “like” is not used when the verb is followed by an adjective. “Like” is used
Seem – Seem like when it is followed by a noun or noun clause.
Taste – Taste like
Sound – Sound like Have your students answer the following questions in the complete form:
Feel – Feel like
Smell – Smell like
Do I look English? Do roses smell good?
Do I look like an English teacher? Do they smell like perfume?
Do I look like an actor/actress? Does perfume smell good?
Do I look distinguished? Does it smell like cologne?
Do I look sad?
Do I look like a relative of yours? Does my English sound strange?
Does it sound like British English?
Do I seem happy? Does German sound hard?
Do I seem like a carefree person? Does it sound like French?
Do I seem irritable to you? Does my Spanish sound funny?
Do I seem like an difficult person? Does it sound like native Spanish?

Does cocido taste good? Do you feel good today?

Does it take like fabada? Do you feel like a new person?
Do tomatoes taste good? Do you feel sleepy at night?
Do they taste like oranges? Do you feel like a number in this
Does water taste the same company?
everywhere? Do you feel tired now?
Do it taste like wine? Do you feel like going home?

49.12 Review: To know how to This should be a quick and easy review, but necessary. Spaniards always
tend to leave out “how” in this expression, so go through the following
routine, adding as much to it as you want:

Tell Paco to ask me if I know how to sing like an opera star.

Tell Paco to ask me if I know how to maneuver an airplane.
Tell Paco to ask me if I know how to turn lead into gold.
Tell Paco to ask me if I know how to fix broken watches.
Tell Paco to ask me if I know how to calculate investment projects.
Tell Paco to ask me if I know how to deactivate bombs.
Tell Paco to ask me if I know how to train dogs.
Tell Paco to ask me if I know how to program robots.
Etc.

49.12 Review: pronunciation practice: T+U Spaniards never seem to learn the pronunciation in English of the “t-u”
sound, as in “Portugal” (por-chu-gal).

Say the following words and have your students repeat them with correct
pronunciation:

future Portugal capture

picture mature statue
furniture mixture legislature
nature natural naturally
cultural agriculture culture

49.13 Review: “isms” – pronunciation Spanish people mispronounce words like “socialism”, terminating the
word is if there were no vowel sound at all between the “s” and the “m”.

Tell your students that there is an “a” sound between the two consonants.
Then have them repeat after you the following words (and more if I’ve left
out some). Accentuate to your students the phonetic sound “isam”.

Mechanism Capitalism Nationalism

Socialism Protestantism Fanaticism
Communism Catholicism Feminism
Cannibalism Terrorism Fascism
Tourism Buddism Alcoholism
Hypnotism Humanism Realism
Modernism Organism Altruism
Individualism Metabolism Rationalism
Criticism Conservatism Darwinism
Liberalism Radicalism Colonialism
Journalism Pluralism Protectionism
Stalinism Marxism Fundamentalism
Industrialism Globalism Sensationalism

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49.14 Translation booklet 4 – list 29 Translation booklet: Read the Spanish sentences one by one and elicit
the equivalent in English. Go around the class one by one.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

49.15 Mastering the interrogative This is the 24th of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
I’m looking up the word “sastre”. What word are you looking up?
I have to pick up Jennifer at the airport. Who do you have to pick up at the airport?
He fell in love with Dorothy. Who did he fall in love with?
I tried on the green shirt first. Which shirt did you try on first?
He’s going to take out Nancy tonight. Who is he going to take out tonight?
I’m asking for a postponement. What are you asking for?
I asked for Peter. Who did you ask for?
I’m going to throw away those old papers. What are you going to throw away?
They left out the address. What did they leave out?
I’m sitting on a portable chair. What are you sitting on?
I’m working with Harry on this project. Who are you working with on this project?
I’m working on the new budget. What are you working on?
He always talks about his girlfriend. Who does he always talk about?
He likes to complain about his mother-in-law Who does he like to complain about?
She’s standing on a wooden platform. What is she standing on?

49.16 Phrasal verbs Read the following sentences in Spanish, eliciting the English response given in the right column.

Estás frenando el resto de la clase. You’re holding back the rest of the class.

¿Qué le está retrasando? What’s holding him up?

Manténle alejado de ella. Keep him away from her.

El niño me tuvo en vela toda la noche. The child kept me up all night.

Tenemos que mantenernos con los tiempos We have to keep up with the times.
actuales.

El está continuamente preguntándome por ti. He keeps on asking me about you.

El comité está compuesto por siete miembros. The committee is made up of seven members.

Tenemos que recuperar el tiempo perdido. We have to make up for the lost time.

¿Cómo puedo compensar la pérdida? How can I make up for the loss?

Decídete. Make up your mind.

No creo que vayan a reconciliarse. I don’t think they’re going to make up.

Lo siento. ¿Cómo te lo puedo enmendar? I’m sorry. How can I make it up to you?

Tenemos que despedir a 200 trabajadores. We have to lay off 200 workers.

No atropelles al pobre perro. Don’t run over the poor dog.

El niño huyó de casa. The child ran away from home.

283
49.17 Adjective Read the following sentences in Spanish, eliciting the English response given in the right column. It’s very
enrichment difficult to teach a large number rich adjectives in a natural, English-only, way. The list below is extracted
from Focused Translation Booklet 3.

Ha habido un ligero cambio en mis planes. There’s been a slight change in my plans.

Quiero ser esbelto como tú. I want to be slim like you.

Las cosas andan sin sobresaltos. Things are running smoothly.

Las ventas han subido de manera constante desde Sales have risen steadily since Morgan took over
que Morgan se hizo cargo del departamento. the department.

Estás haciendo progresos continuos. You’re making steady progress.

El es una persona sincera, franca y recta. He’s a straight-forward person.

La habitación está un poco cargada. The room is a little stuffy.

Es sorprendente lo bien que hablan inglés. It’s surprising how well they speak English.

Ha sido un día muy estresante. It’s been a very stressful day.

Tienes que ser más discreto en reuniones como ésa. You have to be more tactful in meetings like that
one.

La comida es muy sabrosa. The food is very tasty.

Esto sólo es un plan provisional. This is only a tentative plan.

Has hecho un trabajo maravilloso. You’ve done a terrific job.

Has hecho un trabajo concienzudo. You’ve done a thorough job.

Tenemos que seguir un programa muy apretado. We have to follow a very tight schedule.

Es una tarea que consume mucho tiempo. It’s a time-consuming task.

Eres un jefe duro. You’re a tough boss.

El es de fiar. He’s trustworthy.

Se debió a circunstancias inevitables. It was due to unavoidable circumstances.

Recibí una visita inesperada. I received an unexpected visit.

Es injusto decir eso. It’s unfair to say that.

Todavía nos quedan unos asuntos que rematar. We still have some unfinished business left.

Es una oportunidad única. It’s a unique opportunity.

Es improbable. It’s unlikely.

Tu jefe está muy disgustado con tu actitud. Your boss is very upset with your attitude.

49.18 Review: I want you to... Teacher: His desire is for his children to be happy in life.
They want us to... Student: He wants his children to be happy in life.
Etc.
Cues:

 My desire is that the Spanish government lower taxes.

 Phillip’s desire is for his son to win the championship.
 Their desire is that we study the report carefully.
 What is your desire that I do?
 What is your desire that I say?
 When is it in your interest that I start?
 It’s my desire that Spain assume a strong role in international affairs.
 Why is it in your interest that I do that?
 What time is it in your interest that I be there?
 My desire is for everyone to enjoy the party.

284
49.19 Short answer drill and listening Students should answer the following questions with a short answer.
comprehension exercise
No question has any relation whatsoever with the one that follows it. In
addition, many of the questions are absurd. This makes it more difficult for
the students to understand the questions, which converts the drill into not
only a short-answer drill but a good listening exercise as well.

Ask the following questions, eliciting a short answer:

Could I say any intelligible words when I was 18 months old?

Will I still be alive when your grandchildren die?
Should your car be inspected from time to time?
Have the tires on your car been changed?
Was Paris an important city before Roman times?
Was there a cemetery where your house stands now?
Would Albert Einstein be over 100 if he were alive today?
Are fashion models often hired by engineering firms?
Does the Prime Minister of France live near the German border?
Can an attractive member of the opposite sex get your attention?
Did you and I draw up a contract last week?
Could the Chinese build walls 2000 years ago?
Will the Pope be buried in the Vatican when he dies?
Should we tip waiters who treat us rudely?
Has your car been giving you problems lately?
Was Galileo a famous rock star in the late fifties?
Have there been any natural disasters in recent years?
Would we die if we were forced to eat 20 hamburgers a day?
Are you a priest?
Can we see each other?

49.20 Review: Have to Do you have to study English or was it your own decision?
Don’t have to Do you have to work or do you work as a hobby?
Should Do you or don’t you have to come to work every day during the week?
Shouldn’t Do you or don’t you have to come to work by car?
Do you or don’t you have to work at least 40 hours a week?
Do you or don’t you have to get up early Monday through Friday?
Do you or don’t you have to get up early on Saturday?
Do you or don’t you have to control your expenses?
Do you or don’t you have to go to the hairdresser often?
Do you or don’t you have to be nice to your boss?
Etc.

Should you make an effort to study English more?

Should you try to get more exercise?
Should you get to work late every day?
Should you use an agenda in your job?
Should you try to be polite to people?
Should you help your friends when they need help?
Should you help your enemies?
Should you try to save money every month?
Should you defend the interests of your company?
Should you vote in local and national elections?
Etc.

49.21 Review: There has/have never been... When was the last time there was a tornado in Madrid?
When was the last time there was a dead body in the trunk (boot) of your
car?
When was the last time there were five general elections in the same year
in Spain?
When was the last time there was a criminal in your family?
When was the last time there were some famous actors in your house?
When was the last time there was a Buddhist monk in your house?
When was the last time there were 100 people in your house?
When was the last time there was a torture chamber in your company?
When was the last time the prices rose 300% in one year in Spain?
When was the last time there were some nuclear disasters in the Canary
Islands?
When was the last time there was a major earthquake in Madrid?
When was the last time there was a volcanic eruption in the Madrid area?

285
49.22 Phrasal verbs Read the following sentences in Spanish, eliciting the English response given in the right column.

Si no cuelgas la ropa, yo la colgaré. If you don’t hang up the clothes, I’ll hang them
up.

Si la decisión fuera mía, yo lo omitiría. If it were up to me, I’d leave it out.

¿Por qué no te deshaces de ese calendario Why don’t you get rid of that old calendar?
viejo?

El tema no salió en la reunión. The subject didn’t come up in the meeting.

Si tu no sacas el tema de los coches, yo lo If you don’t bring up the subject of the cars, I’ll
sacaré. bring it up.

Este tipo de reto saca lo mejor que hay en él. This kind of challenge brings out the best in him.

Estamos atravesando un período difícil. We’re going through a difficult period.

Te estás convirtiendo en un pequeño dictador. You’re turning into a little dictator.

Si tu rechazas la oferta, yo la rechazaré If you turn down the offer, I’ll turn it down too.
también.

Si tu no elaboras un plan, yo elaboraré uno. If you don’t draw up a plan, I’ll draw one up.

Extiende un cheque. Extiéndelo a Juan Pérez. Make out a check. Make it out to Juan Pérez.

Si tu no rellenas el impreso, yo lo rellenaré. If you don’t fill out the form, I’ll fill it out.

Si tu no rellenas los espacios en blanco, yo los If you don’t fill in the blanks, I’ll fill them in.
rellenaré.

¿Puedes descifrar lo que han escrito? Can you make out what they’ve written?

49.23 Irregular verbs Read the following sentences in Spanish, eliciting the English response given in the right column.
(past form)
Las ventas cayeron pero no cayeron tanto. The sales fell but they didn’t fall that much.
Encontré el libro pero no encontré el informe. I found the book but I didn’t find the report.
Peleé con él pero no peleé con ella. I fought with him but I didn’t fight with her.
Cogí el tren pero no lo cogí en la estación. I caught the train but I didn’t catch it in the station
Traje el informe pero no traje el borrador. I brought the report but I didn’t bring the draft.
Construí la piscina pero no construí la casa. I built the pool but I didn’t build the house.
Empecé el informe pero no lo empecé ayer. I began the report but I didn’t begin it yesterday.
Hablé con él pero no hablé con ella. I spoke to him but I didn’t speak to her.
Le dije lo que pasó pero no le dije por qué. I told him what happened but I didn’t tell him why.
Lo pensé pero no lo pensé demasiado. I thought about it but I didn’t think about it too much.
Recibí la carta pero no recibí el regalo. I got the letter but I didn’t get the gift.
Le di mi reloj pero no le di mi billetera. I gave him my watch but I didn’t give him my wallet.
Le vi pero no le vi en su despacho. I saw him but I didn’t see him in his office.
Guardé una copia pero no guardé un original. I kept a copy but I didn’t keep an original.
La abandoné pero no la abandoné para I left her but I didn’t leave her for good.
siempre.

49.24 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 129 (Inés García) When the students read, correct them at all times and insist on intonation
and good pronunciation.

286
49.25 Past or 3rd conditional Have your students answer the following questions:

 Would you have come to work today if there had been a general
strike?
 Would you have come to class if there had been a substitute
teacher?
 Would you have joined this company if it had been located in
Valencia?
 Would you have waited for me if I had come to class late?
 Would you have been born if your parents had never met?
 Would you have come to class if you had had a meeting at the same
time?
 Would you have met your boss if you hadn’t joined this company?
 Would your boss have called you if you hadn’t come to work
yesterday?

49.26 Translation booklet 4 – list 30 Translation booklet: Read the Spanish sentences one by one and elicit
the equivalent in English. Go around the class one by one.

If you don’t speak Spanish well enough to pronounce the words or

sentences well, then have another student dictate the Spanish column of
the list.

49.27 Mastering the interrogative This is the 25th of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
My kids are playing with my brother’s son. Who are your kids playing with?
They laid off 34 workers. Who many workers did they lay off?
They’re from Cincinnati. Where are they from?
I’m not working because I’m sick. Why aren’t you working?
He’s not ready because he’s not dressed. Why isn’t he ready?
She’s not here because she’s late. Why isn’t she here?
We’re not happy because the results are bad. Why aren’t you happy?
They’re not with us because they left. Why aren’t they with you?
There isn’t a party tonight because I’m sick. Why isn’t there a party tonight?
There are no rats here because it’s too cold. Why aren’t there any rats here?
There wasn’t a meeting because of the strike. Why wasn’t there a meeting?
There weren’t any trees because of the Why weren’t there any trees?
altitude.
She doesn’t drive because she’s blind. Why doesn’t she drive?
I don’t do it more often because I don’t like to Why don’t you do it more often?
do it.
He doesn’t like it because it smells bad. Why doesn’t he like it?

49.28 The future perfect tense Ask the following questions:

 How long have you been working here?

 How long will you have been working here by the year 2002?
 How long have you known me?
 How long will you have known me by this time next year?
 How many classes have you received so far this month?
 How many classes will you have received by the end of this month?
 How many hours have you worked so far today?
 How many hours will you have worked by the end of the day?
 How many phone calls have you made so far today?
 How many phone calls will you have made by the end of the day?
 How long have you been married?
 How long will you have been married by the time you turn 65?

287
49.29 Phrasal verbs Read the following sentences in Spanish, eliciting the English response given in the right column.

Te pareces a tu padre. (físicamente) You look like your father.

Te pareces a tu padre. (forma de ser) You take after your father.

Devuélvelo a donde lo encontraste. Take it back to where you found it.

Si no descuelgas el cuadro, yo lo descolgaré. If you don’t take down the picture, I’ll take it down.

Van a derribar ese muro. They’re going to knock down that wall.

¿Quién derribó el avión? Who shot down the plane?

Tendrás que bajar a su nivel. (de ellos) You’ll have to come down to their level.

Si tu lo desmontas, yo lo volveré a montar. If you take it apart, I’ll put it back together.

Apunta mi dirección. Apúntala en este papel. Write down my address. Write it down on this
piece of paper.

Rebajamos el precio en un 10%. We took 10% off the price.

Estoy asumiendo más responsabilidades I’m taking on more responsibilities now.

ahora.

49.30 Review: Quite Quite = considerably

Quite a lot of Quite a lot of = a considerable amount or number of
Quite a few Quite a few = a considerable number of

Rather Rather = to a certain extent

Somewhat Somewhat = to a certain extent

“Quite a lot of” can be used for countables or uncountables

“Quite a few” can be used only for countables (plural nouns)

Ask the following questions:

Is it quite hot here in the summer or relatively cool?

Is your job quite complicated or rather simple?
Is English quite difficult for you or somewhat easy?
Do you have only a few problems in your job or quite a few problems?
Are you quite satisfied with your progress or rather disappointed?
Do you have quite a lot of free time or relatively little free time?
Is Michael Jordan quite tall or rather short for a basketball player?
Was Maradona quite short or somewhat tall for a football/soccer player?
Was Spencer Tracy quite handsome or rather ugly as an actor?
Are Spanish people quite talkative or somewhat reserved?
Are there quite a few Andalusians living in Catalonia or only a few?
Is the president of Spain quite old for his job or still relatively young?
Do you know quite a few people in public service or only a few?
Does the Pope speak quite a few languages or only a few?
Is this class quite stimulating or rather boring?

49.31 Review: to be used to

to get used to Remind students how to pronounce “used to”: “iústu”
Have your students convert the following sentences from “accustomed to”
to “used to”. Insist on proper intonation and pronunciation:

Nigel is accustomed to living well.

Ronny is accustomed to asking his father for money.
It took me a long time to get accustomed to Spanish food.
Don’t worry. You’ll get accustomed to it.
I can’t get accustomed to married life.
Aki is getting accustomed to working in Louisiana.
You’ll understand me better once you get accustomed to my accent.
Phillip never gets accustomed to traveling in his job.
Nancy is accustomed to dealing with a lot of different people.
My sister is accustomed to decorating restaurants.

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49.32 Irregular verbs Read the following sentences in Spanish, eliciting the English response given in the right column.
(past form)
Le conocí en París pero no le conocí en un I met him in Paris but I didn’t meet him in a bar.
bar.

Hice un esfuerzo pero no hice un gran I made an effort but I didn’t make a big effort.
esfuerzo.

Perdí mis gafas pero no perdí mis guantes. I lost my glasses but I didn’t lose my gloves.

Yo estuve allí pero ellos no estuvieron. I was there but they weren’t.

Me hice cura pero no llegué a ser obispo. I became a priest but I didn’t become a bishop.

Traté con el vendedor pero no traté con el I dealt with the salesman but I didn’t deal with the
contable. accountant.

Escondí el revolver pero no escondí el I hid the revolver but I didn’t hide the knife.
cuchillo.

Significaba mucho pero no significaba tanto. It meant a lot but it didn’t mean that much.

Los precios subieron pero no subieron tanto. The prices rose but they didn’t rise that much.

Tiré la comida pero no tiré la cerveza. I threw away the food but I didn’t throw away the
beer.

49.33 Used to (past form) Teacher: Nigel doesn’t go to work every day like before.
Student: Nigel used to go to work every day.

 Ronny doesn’t live with his parents anymore.

 Ines doesn’t think about her boyfriend all the time like before.
 Pierre doesn’t work in the evenings in the Ministry anymore.
 Natasha doesn’t think it’s impossible to travel abroad anymore.
 Margaret Thatcher isn’t the Prime Minister of Great Britain anymore.
 Maradona isn’t the best football player in the world anymore.
 It doesn’t snow as often as it did before.
 He doesn’t smoke as much as he did before.
 Cat Stevens isn’t a rock star anymore.
 Mario Conde isn’t a famous banker anymore.

Remember: Insist on the pronunciation: iústu

49.34 Review: Simple passive voice Have your students convert the following sentences from the active to the
passive voice, inserting “by”.

 Christopher Columbus discovered America.

 A Spanish industrial group owns the company.
 Oswald killed Kennedy.
 Phillip will do the job.
 A construction company will build the house.
 A 12-year old boy is beating the champion. (in chess)
 The committee has selected three candidates.
 The chairman will preside the meeting.
 A taxi driver took the boy to the hospital.
 A cooperative manages the factory.
 The manager’s secretary wrote the letter.
 A substitute teacher taught the class.
 A secret benefactor donated the money.
 The copilot flew the plane.
 Almost everyone forgot the meeting.

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49.35 Phrasal verbs Read the following sentences in Spanish, eliciting the English response given in the right column.

Si eso no quita la mancha, esto la quitará. If that doesn’t take out the stain, this will take it out.
Voy a salir a pasear con mi mujer. I’m going out for a walk with my wife.
Nadie ha asumido el control todavía. Nobody has taken over yet.
Este sillón ocupa mucho espacio. This armchair takes up a lot of space.
Yo te subiré hasta el despacho del presidente. I’ll take you up to the president’s office.
El te absorberá mucho de tu tiempo. He’ll take up a lot of your time.
No quiero entrar en esa cuestión. I don’t want to go into that question.
Tengo que volver a la oficina. I have to go back to the office.
El siguió hablando horas y horas. He went on talking for hours.
Voy a bajar a la primera planta. I’m going to go down to the first floor.

49.36 Review: Useful – useless Each pair of adjectives on the left are exact opposites except the last pair.
Painful – painless
Harmful – harmless Ask the following questions:
careful – careless
Helpful – helpless  Is a mobile phone useful or useless?
 Is an injection painful or painless?
 Are most medical treatments painful or painless?
 Is your boss helpful when you have a problem?
 Is learning English a painful process or a painless process?
 Is breathing normally painful or painless?
 Are most spiders harmful or harmless?
 Are most snakes harmful or harmless?
 Is cyanide harmful or harmless?
 Is an old calendar useful or useless?
 What about a broken watch?
 Is a diamond necklace useful or useless?
 Are you a careful driver or a careless driver?
 Is your boss a careful worker or a careless worker?
 Are you careful or careless with your money?
 Is the government careful or careless with your money?
 Do you feel helpless at times?

49.37 Mastering the interrogative This is the 26th of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
I wasn’t there because I couldn’t start my car. Why weren’t you there?
You weren’t informed because you weren’t Why wasn’t I informed?
there.
You weren’t invited because you’re not a Why wasn’t I invited?
member.
Your name wasn’t on the list because you’re Why wasn’t my name on the list?
new.
They weren’t ready because they overslept. Why weren’t they ready?
I didn’t do it because it was too late. Why didn’t you do it?
Elvis Presley was from Memphis. Where was Elvis Presley from?
My version was chosen. Whose version was chosen?
It’s theirs. Whose is it?
Peter’s job was eliminated. Whose job was eliminated?
Jenny’s car was stolen. Whose car was stolen?
I’m waiting for my little brother. Who are you waiting for?
They’re planning to hold the meeting next When are they planning to hold the
week. meeting?
It was finished a couple of days ago. When was it finished?
It was approved yesterday evening. When was it approved?

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49.38 Short answer drill and listening Students should answer the following questions with a short answer.
comprehension exercise
No question has any relation whatsoever with the one that follows it. In
addition, many of the questions are absurd. This makes it more difficult for
the students to understand the questions, which converts the drill into not
only a short-answer drill but a good listening exercise as well.

Ask the following questions, eliciting a short answer:

Do I control your thoughts?

Did Joan of Arc live in medieval times?
Could planes avoid crashes if they had parachutes?
Should the president of Spain dismiss corrupt ministers?
Has the queen of Spain ever flown in a helicopter?
Was I born in the same country as you?
Will there be a dinner held in your honor next month?
Would I be here if I had a severe case of pneumonia?
Is Napoleon famous for his military skills?
Do we have anything in common?
Can circus performers do things that you can’t do?
Did the Marx Brothers grow up in the Middle East?
Could we have a coffee now if we wanted to?
Will the Japanese start another war in the next 20 years?
Should I take off my shoes when I go to bed?
Has the president of Spain ever attacked the press?
Were we together at midnight last night?
Is there a statue of you in Hungary?
Would a woman feel afraid if she were alone on a dark street?
Am I a plumber?

49.39 Irregular verbs Read the following sentences in Spanish, eliciting the English response given in the right column.
(past form)
Ganaron la apuesta pero no ganaron el They won the bet but they didn’t win the contest.
concurso.

Le dejé hacerlo pero no le dejé verla. I let him do it but I didn’t let him see her.

La empresa creció pero no creció The company grew but it didn’t grow quickly.
rápidamente.

Fui a la tienda pero no fui al parque. I went to the shop but I didn’t go to the park.

Leí la carta pero no leí el informe. I read the letter but I didn’t read the report.

Vendí el coche pero no vendí la casa. I sold the car but I didn’t sell the house.

Envié la carta pero no envié las fotos. I sent the letter but I didn’t send the pictures.

Robé los cuadros pero no robé las joyas. I stole the pictures but I didn’t steal the jewels.

Enseñé el alfabeto pero no enseñé los I taught the alphabet but I didn’t teach the numbers.
números.

La llevé al museo pero no la llevé al palacio. I took her to the museum but I didn’t take her to the
palace.

49.40 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 130 (Phillip Johnson) When the students read, correct them at all times and insist on intonation
and good pronunciation.

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Unit 50

50.1 Phrasal verbs Read the following sentences in Spanish, eliciting the English response given in the right column.

Me llevo bien con ella. I get along well with her.

El sol se puso a las 7:00. The sun went down at 7:00.

Caí enfermo con gripe. I came down with the flu.

Esa chica está detrás de mí desde hace un That girl has been after me for a month.
mes.

¡A por ello! Go for it!

Tienes que entrar por aquella puerta. You have to go in through that door.

Cuando entres en la sala, no digas nada. When you go into the room, don’t say anything.

Terminamos hablando del precio de las We wound up talking about the price of apples.
manzanas.

Mi despertador no sonó esta mañana. My alarm clock didn’t go off this morning.

La bomba estalló antes de que pudiera llegar The bomb went off before the police could arrive.
la policía.

Pasemos al siguiente punto del orden del día. Let’s go on to the next item on the agenda.

A medida que pasa el tiempo, me doy cuenta As time goes on, I realize how much she meant to
de lo mucho que ella significaba para mí. me.

La reunión seguirá unos 10 minutos más. The meeting will go on for about 10 minutes more.

Mi hija está cerca de cumplir los 17 años. My daughter is going on 17.

50.2 Review: To be worth In Spanish, the verb “valer” is “to be worth”. However, it is often used as a
synonym of “it costs”: “Apples are worth 80 pesetas a kilo”.

Explain that in English, “to be worth” describes in intrinsic value, not the
price or the cost. Give the following example:

A wedding ring may cost $100. Now the material it is made from is
probably worth less than $20. However, for many people who are happily
married, a wedding ring can be worth much, much more than $100.

Ask the students the following true-false questions. Have your students
answer “true” or “false” followed by a restatement of the sentence.

A good secretary is worth her weight in gold. True or false?

A Porsche is worth much more than its price. True or false?
Learning English is worth the effort. True or false?
Getting a university degree is worth the time and effort. True or false?
Knowing English perfectly is worth more than having a university degree.
True or false?
A kilo of gold is worth more than a kilo of platinum. True or false?
An emerald is worth more than a ruby. True or false.
Good health is worth more than a large fortune. True or false?
A new Renault is worth more than a 10-year old Ferrari. True or false?
A bird in hand is worth more than two in the bush. True or false?

50.3 Review: “It’s worth it” Have your students respond to your request for their recommendation.
“It’s not worth it”
I’m planning to spend half a million pesetas to learn Turkish.
I’m going to spend 100,000 pesetas on a French correspondence course.
I’m going to divorce my wife/husband and marry a movie star.
I’m going to give up teaching and become a civil servant.
I’m going to learn ballroom dancing. (baile de salón)

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50.4 Irregular verbs Read the following sentences in Spanish, eliciting the English response given in the right column.
(past form)

Dormí en mi casa pero no dormí en mi cama. I slept at home but I didn’t sleep in my bed.

Olvidé el libro pero no olvidé los papeles. I forgot the book but I didn’t forget the papers.

Conocía el problema pero no sabía la I knew the problem but I didn’t know the solution.
solución.

Oí el final pero no oí el principio. I heard the end but I didn’t hear the beginning.

Tenía el libro pero no tenía el bolígrafo. I had the book but I didn’t have the pen.

Compré la comida pero no compré las I bought the food but I didn’t buy the drinks.
bebidas.

Elegí el rojo pero no elegí el azul. I chose the red one but I didn’t choose the blue one.

Lo hice esta mañana pero no lo hice ayer. I did it this morning but I didn’t do it yesterday.

Vine en coche pero no vine solo. I came by car but I didn’t come alone.

Me sentía raro pero no me sentía mal. I felt strange but I didn’t feel bad.

Volé a Roma pero no volé a París. I flew to Rome but I didn’t fly to Paris.

Rompí el vaso pero no rompí la botella. I broke the glass but I didn’t break the bottle.

Conduje el coche pero no conduje el tractor. I drove the car but I didn’t drive the tractor.

Bebí del vaso pero no bebí de la botella. I drank from the glass but I didn’t drink from the
bottle.

Lo comí todo pero no lo comí rápidamente. I ate it all but I didn’t eat it quickly.

50.5 Mastering the interrogative This is the 27th of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
He will be promoted next month. When will he be promoted?
The meeting will be held in the boardroom. Where will the meeting be held?
I think it will last around 3 hours. How long do you think it will last?
The last one lasted only an hour and a half. How long did the last one last?
It usually lasts around two hours. How long does it usually last?
It would last only an hour if I were the How long would it last if you were the
chairman. chairman?
You can find a cigarette machine on the sixth Where can I find a cigarette machine?
floor.
You need to submit an application to be What do I need to do to be included?
included.
You have to join the club to be invited to the What do I have to do to be invited to the
party. party?
You should go to the ministry to get the Where should I go to get the permit?
permit.
You can go whenever you want. When can I go?
You should go by taxi. How should I go?
You can’t drive there because it’s difficult to Why can’t I drive there?
park.
My father-in-law died last year. When did your father-in-law die?
Napoleon was finally defeated at Waterloo. Where was Napoleon finally defeated?

293
50.6 Review: Remind vs. remember First, explain that “remember” is to bring something into your memory or
to hold something in your memory.
to remind someone of
Explain that “remind” is to help someone else to remember.

Teacher: Can you help me to remember not to forget to call Nancy?

Student: Can you remind me to call Nancy?

- Sometimes I have to help Nigel to remember to buy a gift for his wife
on her birthday.
- Because he never remembers to turn off the bathroom light, his wife
always has to help him to remember.
- Help me to remember to write that report.
- Nobody helped me to remember to make the reservations.
- If you don’t help him to remember the appointment, he’ll forget it.
- When I see her, I think of my mother. She looks and acts like her.
(this is a different form of “to remind of”)
- You look and act like a famous actor whose name I can’t remember.
- Help me to remember to call them.
- You have to help her all the time to remember to do her homework.

50.7 Phrasal verbs Read the following sentences in Spanish, eliciting the English response given in the right column.

Se ha apagado el incendio. (por sí solo) The fire has gone out.

Eso pasó de moda hace años. That went out of fashion years ago.

Se pusieron en huelga. They went on strike.

Ensayémoslo una vez más. Let’s go over it one more time.

¿Qué letra viene después de la K? What letter comes after K?

Vuelve… te necesito. Come back… I need you.

Pasa por mi casa antes de ir allí. Come by my house before going there. (drop by,
stop by, pass by).

¡Baja de allí! Come down from there!

Se reduce a una cuestión de dinero. It comes down to a question of money.

Se reduce a una cuestión de dinero. It boils down to a question of money.

50.8 Short answer drill and listening Students should answer the following questions with a short answer.
comprehension exercise
No question has any relation whatsoever with the one that follows it. In
addition, many of the questions are absurd. This makes it more difficult for
the students to understand the questions, which converts the drill into not
only a short-answer drill but a good listening exercise as well.

Does the sun shine in Norway?

Can women vote in this country?
Did you dye your hair last month?
Could a woman have a child if she weren’t married?
Will you give me a tip when the class is over?
Should primary school be mandatory?
Have you ever become dizzy?
Was Katherine Hepburn brought up by a band of thieves?
Was there a time when people had to bake their own bread?
Is it worth it to get the best education possible?
Does a woman need affection?
Can you bark like a dog?
Did the Roman culture influence other cultures?
Could Clark Gable act as well as Spencer Tracy?
Will Bolivia win the next 5 world cups?
Were you at home last night at 11:00 o’clock?
Were there any floods in Spain last year?
Would Superman be a press figure if he really existed?
Are you and I members of the same species?
Do women suffer job discrimination?

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50.9 Review: Ever – never ... with “to be able to” Every question elicits: I’ve never been able to...

When was the last time you were able to live without food and water?
When was the last time you were able to use the irregular verbs perfectly?
When was the last time you were able to work and sleep at the same
time?
When was the last time you were able to see through solid matter?
When was the last time you were able to push a car up a steep hill?
When was the last time you were able to live without working?
When was the last time you were able to find enough time to study
English properly?
When was the last time you were able to read people’s minds?
When was the last time you were able to get to work in only five minutes?

50.10 Irregular verbs Read the following sentences in Spanish, eliciting the English response given in the right column.
(participle form)
El ha hecho cosas que yo no hice de joven. He’s done things I didn’t do when I was young.

Yo lo vi pero ella no lo ha visto todavía. I saw it but she hasn’t seen it yet.

El siempre gana pero yo nunca he ganado. He always wins but I’ve never won.

Nunca la he dejado hacer lo que quiere. I’ve never let her do what she wants.

No hemos crecido tanto como crecimos en We haven’t grown as much as we grew in May.
mayo.

Ha sido más fácil hoy de lo que fue ayer. It’s been easier today than it was yesterday.

Leí el informe pero no he leído los anexos. I read the report but I haven’t read the annexes.

Vendí el coche pero no he vendido la casa I sold the car but I haven’t sold the house yet.
aún.

Envié la carta pero no he enviado las fotos I sent the letter but I haven’t sent the pictures yet.
aún.

No lo han robado. They haven’t stolen it.

50.11 Mastering the interrogative This is the 28th of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
The rebellion took place in the northern Where did the rebellion take place?
provinces.
I’m losing weight because I’m on a diet. Why are you losing weight?
I’ve been here for ten days. How long have you been here?
He’s been seeing her for two months. How long has he been seeing her?
I had known him for 7 years before I hired How long had you known him before you
him. hired him?
I erased it because it was full of mistakes. Why did you erase it?
The prisoner escaped through the ventilation How did the prisoner escape?
duct.
You look fine. How do I look?
I wasn’t doing anything when you called me. What were you doing when I called you?
You weren’t informed because you weren’t Why wasn’t I informed?
there.
Peter’s was chosen. Whose was chosen?
We’re going to talk to them tomorrow When are you going to talk to them?
morning.
Jennifer has been elected vice-president How many times has Jennifer been elected
twice. vice-president?
The new law went into effect last month. When did the new law go into effect?
The new rule has been in force for half a How long has the new rule been in force?
year.

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50.12 Review: past perfect (by way of “after”) Teacher: I had a coffee. Then I felt better.
Student: I felt better after I had had a coffee.

Cues:

 I spoke to him. After that I felt more confident.

 I looked for it for two days. Then I found it.
 I spent three days preparing for the meeting. Then it was canceled.
 He lived with her for 20 years. Then he left her.
 He saw at least 20 different cars. Then he bought an Opel.
 I spoke to him for 10 minutes. Then I realized who he was.
 He asked her for a date at least 20 times. Finally she accepted.
 She finished the job. Then she left.
 I took the exam seven times. I finally passed it.
 He called the ministry six times. He finally got through.

50.13 Review: present or 2nd conditional Teacher: I teach English because I need money.
Student: If you didn’t need any money, you wouldn’t teach.

He drinks because he’s unhappy.

She seldom dances because her husband doesn’t know how to dance.
I don’t call you because I don’t need your services.
I rent my house because I don’t have enough money to buy it.
She doesn’t understand my problems because she doesn’t work.
I smoke because I’m nervous.
He has a liver problem because he drinks too much.
My car is wet because it’s raining.
I pay you because you work for me.
I don’t pay you because you don’t work for me.
I know him because he’s my neighbor.
I wear a watch because I need to know the time.
He’s not in prison because we can’t catch him.
I can’t do it because I’m not an expert.
He can’t find a good job because he doesn’t speak English.

50.14 Review: Which one The object of this exercise is to review expressions like “the blue ones are
the blue ones Felipe’s” or “the ones in the bottom left corner are Teresa’s”, etc.
the one in the top left corner
Etc. Here is part of the routine. You need to continue expanding on it:

(Picture 81) Which pencils are Felipe’s, the blue ones or the green ones?
And the ones in the opposite corner?
Whose are the ones in the bottom right corner?
Are the ones in the center of the picture Sam’s or Nancy’s?
Which ones are Nancy’s, the ones on the right or on the left?
Where are the red ones?
Which ones are Bruno’s?
Whose pencils are the ones in the bottom left corner?
Are Sherry’s the ones on the left side or on the right side of the picture?
Etc.

Note: Once you’ve said “pencil” once, you should only use the pronoun
“one” or “ones” from then on.

50.15 Review: Could have Teacher: They didn’t take advantage of the opportunity to go there.
Student: They could’ve gone there, but they didn’t.

 She didn’t take advantage of the opportunity to see him.

 They didn’t take advantage of the opportunity to do it.
 He didn’t take advantage of the opportunity to break the record.
 She didn’t take advantage of the opportunity to make the effort.
 He didn’t take advantage of the opportunity to write the speech.
 They didn’t take advantage of the opportunity to fight the decision.
 She didn’t take advantage of the opportunity to hold the meeting.
 He didn’t take advantage of the opportunity to meet the girl.
 He didn’t take advantage of the opportunity to choose the candidate.

296
50.16 Irregular verbs Read the following sentences in Spanish, eliciting the English response given in the right column.
(participle form)
No te he enseñado el condicional todavía. I haven’t taught you the conditional yet.

La llevé a lugares a donde nunca te he I took her to places where I’ve never taken you.
llevado.

Durmieron en sitios donde nunca he dormido. They slept in places where I’ve never slept.

¿Se te ha olvidado algo? Have you forgotten anything?

La conozco desde hace mucho tiempo. I’ve known her for a long time.

Nunca he oído chistes como los que oíste I’ve never heard jokes like the ones you heard
ayer. yesterday.

No he tenido mucho tiempo. I haven’t had much time.

Hemos comprado muchas cosas We’ve bought a lot of things lately.

últimamente.

Hemos elegido quedarnos aquí. We’ve chosen to stay here.

He venido para resolver la situación. I’ve come to solve the situation.

Nunca me he sentido así. I’ve never felt this way.

Nunca he volado en un jumbo. I’ve never flown in a jumbo jet.

Nadie ha batido esa marca. No one has broken that record.

No he conducido el coche que condujiste I haven’t driven the car you drove yesterday.
ayer.

Ya he bebido más de lo que bebí anoche. I’ve already drunk more than I drank last night.

50.17 Short answer drill and listening Students should answer the following questions with a short answer.
comprehension exercise
No question has any relation whatsoever with the one that follows it. In
addition, many of the questions are absurd. This makes it more difficult for
the students to understand the questions, which converts the drill into not
only a short-answer drill but a good listening exercise as well.

Did I come to Spain before you were born?

Could you play a musical instrument when you were 10?
Will I get paid for this class?
Should a nun say a prayer before meals?
Have we ever discussed the theory of relativity?
Were Romeo and Juliet in love with each other?
Will there be an important change in your life next year?
Would people be happier if Christmas didn’t exist?
Are you feeling all right?
Do you really study English as much as you ought to?
Can I read your thoughts?
Did God create the earth in 6 days?
Could a language be learned in 3 weeks with the proper method?
Will Madonna live forever?
Should the Spanish people drive more carefully?
Have I ever been pregnant?
Was yesterday a working day?
Are there too many holidays in Spain?
Would you stay here if your salary were cut by 40%?

50.18 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 131 (Aki Morita) When the students read, correct them at all times and insist on intonation
and good pronunciation.

297
50.19 Phrasal verbs Read the following sentences in Spanish, eliciting the English response given in the right column.

Este tipo de bolígrafo resulta muy útil. This kind of pen really comes in handy.
Nos has metido en un buen lío. You got us into a real mess.

¿Cómo vamos a salir de este lío? How are we going to get out of this mess?
Se ha despegado el sello. The stamp came off.
¡Venga! ¡Vamos! Come on!

Le vi cuando salía del ascensor. I saw him when he was coming out of the elevator.
Sólo tres de las 10 fotos salieron bien. Only three out of the 10 photos came out well.
La revista se publica mensualmente. The magazine comes out monthly.

La presentación salió muy bien. The presentation came out very well.
¿Por qué no vienes a mi casa a tomar una Why don’t you come over to my place to have a
copa? drink?
El total asciende a 3.000 pesetas. The total comes to 3,000 pesetas.
Ve al grano. Get to the point.
Vamos a vernos otra vez en algún momento. Let’s get together again sometime.
Tengo que preparar el presupuesto. I have to draw up the budget.
Cuento contigo. No te puedes echar atrás. I’m counting on you. You can’t back out.

50.20 Review: Had better Review with your students that “had better + infinitive” is an urgent form of
Had better not saying “should”. It implies threat or danger if the advice is not heeded.

Otherwise... Should = a recommendation, suggestion, or moral piece of advice

Had better = a strong warning, with negative consequences implied
(Pictures 86 – 87 – 88)
Look at pictures 86, 87, and 88.

Have your students describe the pictures and elicit the following warnings:

 She’d better look after her child, because otherwise...

 She’d better spend more time watching her child and talk less on the
phone, because otherwise...
 She’d better not leave chairs on her terrace, because otherwise...
 She’d better stop talking and pay attention to her baby, because
otherwise...

 He’d better put on warm clothes, because otherwise...

 He’d better not go out in those summer clothes, because otherwise...
 He’d better check the weather before going out, because otherwise...

 He’d better pay attention to what he’s doing, because otherwise...

 He’d better watch out for that saw, because otherwise...
 He’d better stop joking with his coworkers, because otherwise...
 He’d better be careful, because otherwise...

 He’d better be more careful with his money, because otherwise...

 He’d better keep his money in a safer place, because otherwise...
 He’d better not carry so much money, because otherwise...
 He’d better not leave those bills in sight, because otherwise...

 He’d better look where he’s running, because otherwise...

 He’d better slow down, because otherwise...
 He’d better not run so fast, because otherwise...
 He’d better be careful, because otherwise...

 He’d better look to his right, because otherwise...

 He’d better not start crossing the street, because otherwise...
 He’d better be more careful, because otherwise...
 He’d better realize he’s in the U.K. and not in the States, because
otherwise...

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50.21 Mastering the interrogative This is the 29th of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
You can stay here as long as you want. How long can I stay here?
You didn’t know because no one informed Why didn’t I know?
you.
He broke it last night. When did he break it?
They’re expecting us at 10 p.m. What time are they expecting us?
I’ve been waiting for you for 30 minutes. How long have you been waiting for me?
We’re leaving later this afternoon. When are you leaving?
I’m going to Paris tomorrow. Where are you going tomorrow?
He’s coming to see us tomorrow morning. When is he coming to see us?
He’s going to resign later this year. When is he going to resign?
The letter was signed by the secretary Who was the letter signed by?
general.
It was sent to all the members. Who was it sent to?
This book is mine. Whose book is this?
That idea was Jennifer’s. Whose idea was that?
I added them up by using a calculator. How did you add them up?
The sun rose at 7:15 this morning. What time did the sun rise this morning?

50.22 Irregular verbs Read the following sentences in Spanish, eliciting the English response given in the right column.
(participle form)
Ya he comido más de lo que comí anoche. I’ve already eaten more than I ate last night.

Los precios nunca han caído como cayeron ayer. Prices have never fallen like they fell yesterday.

Hemos luchado por todo lo que tenemos. We’ve fought for everything we have.

¿Has encontrado ya el informe? Have you found the report yet?

¿Has cogido alguna vez un resfriado de verano? Have you ever caught a summer cold?

No han traído las sillas todavía. They haven’t brought the chairs yet.

¿Por qué no lo has construido? Why haven’t you built it?

¿Has empezado ya? Have you begun yet?

No he hablado con él últimamente. I haven’t spoken to him lately.

¿Se lo has dicho ya? Have you told him yet?

50.23 Review: Plenty of... Teacher: Are you sure there are enough chairs for the meeting?
Student: Don’t worry... there are plenty of chairs.

Insist that your students use the right intonation when they say “plenty of”,
so that they can get a “feeling” for the expression.

 Are you sure we have enough time to finish it?

 Are you sure we have enough food for everybody?
 Are you sure they have enough information to make a decision?
 Are you sure we have enough gasoline to get to Barcelona?
 Are you sure there’s enough time to call everyone?
 Are you sure he knows enough people to complete the list?
 Are you sure she has enough money to pay for the tickets?
 Are you sure they’ve had enough time to do the exercise?

299
50.24 Short answer drill and listening Students should answer the following questions with a short answer.
comprehension exercise
No question has any relation whatsoever with the one that follows it. In
addition, many of the questions are absurd. This makes it more difficult for
the students to understand the questions, which converts the drill into not
only a short-answer drill but a good listening exercise as well.

Is my sister a human being?

Do I know your job well enough to do it myself?
Can a normal dog outrun a lion?
Did the Virgin Mary live in biblical times?
Could I walk when I was 2 years old?
Will your boss sit in on this class next week?
Should you try to avoid offending the people around you?
Have the Martians invaded the earth yet?
Was I already a teacher in your company when you joined it?
Has there been a supernatural phenomenon in this room today?
Would I die if I inhaled carbon monoxide for 1 hour?
Have you ever tried to make a dog stop barking?
Did the fax machine that you normally use break down last week?
Are your company’s products better than your competitors’ products?
Are a million pesetas worth more than a million lira?
Do gypsies often live on the outskirts of large cities?
Are you in a good mood today?
Is the cost of living going up quickly in Spain?
Was Cervantes wounded in the Battle of Lepanto?
Are you getting tired of these questions?

50.25 Irregular verbs Read the following sentences in Spanish, eliciting the English response given in the right column.
(participle form)
¿Has pensado alguna vez en jubilarte? Have you ever thought about retiring?
¿Has recibido el mensaje? Have you got (gotten) the message?
Me han dado bastantes problemas últimamente. They’ve given me quite a few problems lately.
¿Por qué lo has guardado tanto tiempo? Why have you kept it so long?
No se han marchado todavía. They haven’t left yet.
¿Has conocido ya a Carol? Have you met Carol yet?
Hemos hecho un gran esfuerzo. We’ve made a big effort.
No hemos perdido mucho todavía. We haven’t lost much yet.
¿Dónde has estado? Where have you been?
Nunca he tratado con una persona como él. I’ve never dealt with a person like him.
Nunca te he ocultado mis sentimientos. I’ve never hidden my feelings from you.
Ha significado mucho para mí. It’s meant a lot to me.
El se ha hecho muy irritable últimamente. He’s become very irritable lately.
Las ventas han subido mucho este año. Sales have risen a lot this year.
Nunca he tirado algo importante. I’ve never thrown away anything important.

50.26 Review: There used to be Teacher: Tell me whether there used to be more or less/fewer of the
following in Spain:

 secret police  political prisoners

 parking problems  snow
 traffic congestion  foreign football players
 superstition  modern appliances
 farm workers  donkeys
 children  church weddings
 flies  hypermarkets
 desktop computers  foreign banks

300
50.27 There will probably be Teacher: Tell me if you think there will probably be more or less/fewer of
the following in the future:

 political corruption  foreign products

 job opportunities  terrorist problems
 labor disputes  plane crashes
 TV channels  leisure time
 opportunities to hide money  tourism
 wine consumption  pollution
 emphasis on a healthy diet  mobile phones
 family-owned shops  miracle drugs

50.28 Review: There may have been Teacher: Are you sure there wasn’t a plane crash in Peru last week?
There definitely wasn’t Student: There may have been a plane crash in Peru last week, but I
don’t know.
Teacher: Are you sure there wasn’t a tornado in Madrid last week?
Student: Yes. There definitely wasn’t a tornado in Madrid last week.

 Are you sure there wasn’t a state election in Alaska last week?
 Are you sure there wasn’t a fire in your office last week?
 Are you sure there wasn’t a bomb theat in Barajas last week?
 Are you sure there wasn’t a political scandal in Mongolia last week?
 Are you sure there wasn’t a sales meeting in this room last week?
 Are you sure there wasn’t a snowstorm in Finland last week?
 Are you sure there wasn’t a Japanese man in your house last week?
 Are you sure there wasn’t a bank robbery in Zamora last week?
 Are you sure there wasn’t a dead body in your car last week?
 Are you sure there weren’t any mice in your kitchen last week?

50.29 Review: There may be Teacher: Are you sure there isn’t a mouse in your house?
There definitely isn’t/aren’t Student: There may be a mouse in my house, but I don’t know.

Teacher: Are you sure there aren’t any Eskimos in this company?
Student: Yes. There definitely aren’t any Eskimos in this company.

 Are you sure there aren’t any thieves in this company?

 Are you sure there isn’t a torture chamber in the basement?
 Are you sure there isn’t a law against walking the park?
 Are you sure there aren’t any Iranian terrorists in Spain?
 Are you sure there isn’t a pack of cigarettes in my pocket?
 Are you sure there aren’t any computer experts in Tasmania?
 Are you sure there isn’t a person capable of reading your mind?
 Are you sure there aren’t any criminals in your family?
 Are you sure there isn’t a revolver in your boss’s office?
 Are you sure there aren’t any dinosaurs in Ibiza?

50.30 Make vs. Do Read the following sentences in Spanish, eliciting the English response given in the right column.

Haz algo. Do something.

Hazme una oferta. Make me an offer.
Haz el trabajo. Do the job.
Haz lo que quieras. Do whatever you want.
Hazme una promesa. Make me a promise.
Haz el crucigrama. Do the crossword puzzle.
Hazme un favor. Do me a favor.
Haz la cama. Make the bed.
Haz una presentación. Make a presentation.
Haz lo mejor que puedas. Do the best you can.
Hago negocios con ellos. I do business with them.
Vamos a hacer unos cambios. We’re going to make some changes.
¿Tengo que hacer un discurso? Do I have to make a speech. (también “give”)
¿Quién va a hacer la compra? Who’s going to do the shopping?
¿Cómo te ganas la vida? How do you make a living?

301
50.31 Mastering the interrogative This is the 30th of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
We flew up to 7,000 meters. How high did you fly?
I used the elevator on the left. Which elevator did you use?
I lost the second draft of the report. Which draft of the report did you lose?
The tank was emptied by means of a pump. How was the tank emptied?
I got this tie in a small neighborhood shop. Where did you get that tie?
The bill was paid on the 17th. When was the bill paid?
Nobody spoke to him because he was ill that Why didn’t anybody speak to him?
day.
It stopped raining shortly after lunch. When did it stop raining?
The baby is due in two months. When is the baby due?
You should put it in a plastic bag. What should I put it in?
You should keep it for three days. How long should I keep it?
If nobody calls, you should fax them a What should I do if nobody calls?
notification.
Nothing went wrong. What went wrong?
I used a fire extinguisher to put out the fire. What did you use to put out the fire?
There are no sentences left. How many sentences are there left?

50.32 Present and past conditional – mixed Teacher: My father is tall because my grandfather was tall.
Student: If your grandfather hadn’t been tall, your father wouldn’t be tall.

 I teach because I made the decision to teach several years ago.

 I live in Spain because I found work here.
 I know you because I met you some time ago.
 You’re Spanish because you were born in Spain.
 Lola Flores is dead today because she died several years ago.
 The Alamo is famous today because a famous battle was fought
there.
 Aznar is the president of Spain because he won the last elections.
 France is the world football champion because it defeated Brazil in
the finals.
 Carl Lewis is famous today because he won a lot of Olympic medals.
 Cervantes is famous today because he wrote Don Quixote.

50.33 Make vs. Do Read the following sentences in Spanish, eliciting the English response given in the right column.

Haz una lista de lo que tienes que hacer. Make a list of what you have to do.
Tengo que hacer una llamada. I have to make a phone call.
No cometo errores. I don’t make mistakes.
Haz un esfuerzo. Make an effort.
No creas problemas. Don’t make problems.
Haces mal uso de tu tiempo. You make poor use of your time.
¿Quién va a hacer la cena? Who’s going to make dinner?
Asegúrate de que están comiendo. Make sure they’re eating.
Tienes que causar una buena impresión. You have to make a good impression.
¿Puedo hacer una petición? Can I make a request?
Haz tus deberes. Do you homework.
Haz los quehaceres domésticos. Do the housework.
Hago ejercicios todas las mañanas. I do exercises every morning.
El hace maravillas con muy pocos recursos. He does wonders with very few resources.
La explosión hizo mucho daño a la fachada. The explosion did a lot of damage to the façade.

302
50.34 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 132 (Li Tong) When the students read, correct them at all times and insist on intonation
and good pronunciation.

50.35 Mastering the interrogative This is the 31st of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
You need to improve your pronunciation. What do I need to improve?
You’re weak in grammar and verb tenses. Where am I weak?
I broke it. Who broke it?
I broke it because I was careless. Why did you break it?
He did nothing about it. What did he do about it?
Yes, I’ve been to Rome. Have you ever been to Rome?
No, I’ve never seen a UFO. Have you ever seen a UFO?
I enjoyed the second part of the class the Which part of the class did you enjoy the
most. most?
I visited the south of Spain. Which part of Spain did you visit?
I chose the red one. Which one did you choose?
I carried it for about 100 meters. How far did you carry it?
It’s not ready because I wasn’t here Why isn’t it ready?
yesterday.
I understood about half the speech. How much of the speech did you
understand?
You have to sign it at the bottom of the page. Where do I have to sign it?
They were supposed to be here 20 minutes When were they supposed to be here?
ago.

50.36 Make vs. Do Read the following sentences in Spanish, eliciting the English response given in the right column.

Esto no tiene sentido. This doesn’t make any sense.

¿Has hecho reservas? Have you made reservations?
Concertemos una cita para el martes. Let’s make an appointment for Tuesday.
Haz el amor, no la guerra. Make love, not war.
Voy a hacer una fortuna. I’m going to make a fortune.
¿Cuando vas a tomar una decisión? When are you going to make a decision.
Tengo que hacer una elección entre el uno o el I have to make a choice between one or the
otro. other.
No hagas tanto ruido. Don’t make so much noise.
¿Qué tal? How are you doing?
Has hecho una buena obra. (moral) You’ve done a good deed.
No hagas nada. Don’t do anything.
Vas mejor ahora. (progresando) You’re doing better. (getting better)
Estás haciendo progresos. You’re making progress.
¿Quién va a lavar los platos? Who’s going to do the dishes? (wash)
Da igual. It doesn’t make any difference. (it doesn’t matter)
No pueden estar. (fueron invitados) They can’t make it.
Aprovecha tu tiempo. Make the most of your time.
Hemos dispuesto para que te recojan en el We’ve made arrangements for you to be picked
hotel. up at the hotel.
No pongas excusas. Don’t make excuses.
No te burles de mí. Don’t make fun of me.

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50.37 Phrasal verbs Read the following sentences in Spanish, eliciting the English response given in the right column.

Te respaldaré. I’ll back you up.

Lo solucionaremos. We’ll work it out.

Tengo muy poca información en que basarme. I have very little information to work on.
Sus planes fracasaron. Their plans didn’t work out.
La ONU significa “Organización de Naciones The U.N. stands for “United Nations”.
Unidas”.
Destacas entre la gente de tu edad. You stand out among the people of your age.

¿Qué has averiguado? What did you find out? (Usamos el pasado)
No rompas esa foto. Don’t tear up that photo.
Es una foto de mi ex novia y quiero romperla. It’s a photo of my ex-girlfriend and I want to tear it
up.
Derribaron la casa. They tore down the house.

No puedo arrancar esta pegatina. ¿Me la I can’t tear off this sticker. Can you tear it off for
arrancas? me?
No puedo arrancar esta página. ¿Me la I can’t tear out this page. Can you tear it out for
arrancas? me?

50.38 Review: “It doesn’t matter” and “I don’t care” are synonymous in most cases.
However, “I don’t care” can be used harshly in the sense of “I don’t give a
It doesn’t matter damn”. “It doesn’t matter” is a neutral expression.
I don’t care
...whether... Routine:

Teacher: Do you prefer that he come by car or by train.

Student 1: It doesn’t matter to me how he comes.

Student 2: I don’t care whether he comes by train or by car.

Cues:

 Do you prefer me to speak slowly or quickly?

 Do you want me to sit in this chair or that one?
 Do you want me to decide this way or that way?
 Would you like me to charge this class in pesetas or in euros?
 Do you want the Norwegians to export more or export less?
 Do you want people to save more or spend more?
 Do you want my next car to be a Ford or an Opel?
 Do you want my boss to expand to Valencia or to stay in Madrid?

50.39 Review: Willing to... See point 39.23 above for a theoretical explanation of “willing to”

Have your students answer the following questions in complete

sentences.

 Are you willing to work 16 hours a day for this company?

 Are you willing to sacrifice your family for success and fame?
 Are you willing to come here at 6:00 a.m. to have class with me?
 Would you be willing to work 16 hours a day for three years in return
for five million dollars?
 Would you be willing to take a year off from work to learn English?
 How long are you willing to continue these English classes?
 Are you willing to travel in your job?
 Are you willing to be trained for a completely new job?
 Are you willing to do whatever is necessary to learn English?
 Are you willing to defend your country?
 Are you willing to sacrifice your life for another person?
 How many hours a week are you willing to work for this company?
 How many hours a week are you willing to study English?

304
50.40 Mastering the interrogative This is the 32nd of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
Peter turned the machine on. Who turned the machine on?
John was supposed to do it. Who was supposed to do it?
The train left the station at 2:00 p.m. What time did the train leave the station?
I miss her because she cooks well. Why do you miss her?
I missed the class because I forgot about it. Why did you miss the class?
Nothing will happen if you miss the plane. What will happen if I miss the plane?
I got them mixed up because they look alike. Why did you get them mixed up?
He has trouble speaking because he stutters. Why does he have trouble speaking?
We’re having trouble finishing it because it’s Why are you having trouble finishing it?
long.
I call my wife “darling” because I forget her Why do you call your wife “darling”?
name.
There have been two meetings so far today. How many meetings have there been so far
today?
I need about three more hours. How much more time do you need?
He called me back last night. When did he call you back?
We have only one sentence left. How many sentences do we have left?
The cleaning woman emptied the ashtrays. Who emptied the ashtrays?

50.41 Indirect & reported Read the following sentences in Spanish, eliciting the English response given in the right column.
speech

Dile que venga. Tell him to come.

Ella quiere que vayas. She wants you to go.

Dile que quiero que venga aquí. Tell him I want him to come here.
Ella me dijo que quería que fueras allí. She told me she wanted you to go there.
Me gusta escucharte hablar. I like to listen to you talk.

El me dijo que le gustaba escucharte hablar. He told me he liked to listen to you talk.
No iré a menos que me acompañes. I won’t go unless you come with me.
El me dijo que no iría a menos que le He told me he wouldn’t go unless you went with
acompañaras. him.
Esto está bien. This is fine.

Ella me dijo que estaba bien. She told me it was fine.

Lo voy a hacer. I’m going to do it.
El me dijo que lo ibas a hacer. He told me you were going to do it.

No hay nadie esperándonos. There isn’t anyone waiting for us.

Me dijeron que no había nadie esperándonos. They told me there wasn’t anyone waiting for us.
Va a haber una fiesta esta noche. There’s going to be a party tonight.

El me dijo que iba a haber una fiesta esta He told me there was going to be a party tonight.
noche

50.42 Listening, reading aloud + questions Read the passage to your students. Then have each student read the
passage. Finally ask the questions following the passage.

PICTURE 133 (Ana Barghini) When the students read, correct them at all times and insist on intonation
and good pronunciation.

305
50.43 Review: Direct & Indirect objects Teacher: When did Phillip give the jewels to Nancy?
Student: He gave them to her yesterday.

Tell your students that they can use “yesterday”, “last week”, “last month”,
etc.

By the way, during this routine, you will probably need to remind your
students that in English, we say “sell to – buy from” and “give to – take
from”. In Spanish, they say “buy to” and “take to”

 When did Michael and Denise show the book to their mother?
 When did the woman hand the documents to Nigel?
 When did the workers deliver the merchandise to the inspector?
 When did your uncle sell his car to the Smith family?
 When did Natasha receive the ticket from her cousin?
 When did the parents take the toy from their daughter?
 When did you buy the computers from the dealer?
 When did the postman give the letters to the woman?

50.44 Mastering the interrogative This is the 33rd of a recurring review that reinforces your students’ ability to formulate the
interrogative in English. You must train your students at the beginning to follow the routine.
The teacher states the affirmative sentence in the left column, emphasizing the part of the
sentence that is underlined, that is, the object of the question. Then the student formulates
the question that would naturally elicit the answer already given:

Teacher Student
We have three minutes left. How much time do we have left?
They went that way. Which way did they go?
The trial lasted three weeks. How long did the trial last?
I’ll be back in 20 minutes. When will you be back?
You should turn over the omelet when I tell When should I turn over the omelet?
you.
I want you to use the red car, not the blue car. Which car do you want me to use?
This pen is Morgan’s. Whose pen is this?
That car is Tommy’s. Whose car is that?
These books are Nancy’s. Whose books are these?
Those cigarettes are Frank’s. Whose cigarettes are those?
We’re going to use Eddie’s car. Whose car are we going to use?
It’s mine. Whose is it?
That was Jennifer’s idea. Whose idea was that?
I took Bill’s umbrella. Whose umbrella did you take?
I take aspirin when I have a headache. What do you take when you have a
headache?

50.45 Indirect & reported Read the following sentences in Spanish, eliciting the English response given in the right column.
speech
Me dijeron que ibas a mandarme un cheque. They told me you were going to send me a check.
Creo que va a llover. I think it’s going to rain.
¿No dijiste que iba a llover? Didn’t you say it was going to rain?
Quiero que lo traigas mañana. I want you to bring it tomorrow.
El me pidió que lo trajera mañana. He asked me to bring it tomorrow.
Ya se ha hecho. It’s already been done.
Alguien me dijo que ya se había hecho. Someone told me it had already been done.
Trabajo en un almacén. I work in a warehouse.
¿No dijiste que trabajabas en un almacén? Didn’t you say you worked in a warehouse?
¿La conoces? Do you know her?
El te preguntó si la conocías. He asked you if you knew her.
Me estoy muriendo. I’m dying.
Nos dijo que se estaba muriendo. He told us he was dying.
Tienes que hacerlo como yo lo hice ayer. You have to do it like I did it yesterday.

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50.46 Indirect & reported Read the following sentences in Spanish, eliciting the English response given in the right column.
speech
Di tu nombre. Say your name.
Dime tu nombre. Tell me your name.
No dijeron nada. They didn’t say anything.
No nos dijeron nada. They didn’t tell us anything.
¿Cuándo vas a decirlo? When are you going to say it?
¿Cuándo vas a decírselo (a ellos)? When are you going to tell them?
¿Qué dice la gente? What are the people saying?
¿Qué le vas a decir a la gente? What are you going to tell the people?
Di lo que quieras. Say whatever you want.
No distingo la diferencia entre ellos. I can’t tell the difference between them.
Cuenta un chiste. Tell a joke.
Di la verdad. Tell the truth.
Dime la verdad. Tell me the truth.
¿Qué han dicho? What did they say? (se usa el pasado en inglés)
¿Qué te han dicho? What did they tell you?
¡No me digas! You don’t say!
Hay un dicho en inglés que dice lo mismo. There’s a saying in English that says the same.
Sé por tus ojos que estás enfadada. I can tell from your eyes that you’re angry.
Los hombres siempre dicen mentiras. Men always tell lies.
Nunca he dicho una mentira. I’ve never told a lie.
Nunca he dicho nada malo acerca de él. I’ve never said anything bad about him.
Ella me dio los buenos días. She said good morning to me.
¡Hazlo porque lo digo yo! Do it because I say so!
Di la palabra mágica. Say the magic word.
Dinos lo que pasó. Tell us what happened.

50.47 Mastering the interrogative This is the last of a recurring review that reinforces your students’ ability to formulate the
interrogative in English.
Teacher Student
I read up to chapter 3 last night. How far did you read last night?
He didn’t turn around because he didn’t hear Why didn’t he turn around?
me.
It was around 3,000 pesetas. How much was it?
He weighs 77 kilos. How much does he weigh?
He’s one meter, 67 centimeters. How tall is he?
My mother was 29 years old when I was born. How old was your mother when you were
born?
I was 13 years old when my grandfather died. How old were you when your grandfather
died?
He was driving a Volvo when I saw him. What kind of car was he driving when you
saw him?
I hid it under the bed. Where did you hide it?
It started snowing about 10 minutes ago. When did it start snowing?
I bought this for Edward. Who did you buy this for?
I refused to do it because it meant leaving my Why did you refuse to do it?
job.
I’m waiting for Patricia. Who are you waiting for?
I’ve had this tie for three years. How long have you had that tie?
The projector was broken on the first day of When was the projector broken?
class.

50.48
Listening and reading aloud

PICTURE 134: Where you stand now

307
 INDEX
a : 1.1, 1.4, 1.5, 6.8 (a vs. an 6.8)
about 10.99
Adjective enrichment 38.21, 39.13, 40.11, 41.6, 41.16, 43.11, 45.14
45.22, 46.6, 46.17, 47.5, 49.10, 49.17
Adverbs 11.10
afford 36.15
All 12.15
almost always 36.25, 39.16, 50.38
already 24.18, 24.19, 24.20, 32.9, 32.10, 42.8, 43.2,
43.22, 44.11, 45.9, 47.21, 47.22
Although 27.24
an 4.11, 6.8
and: 3.8
another33.16
Anyway 27.24
anybody 19.14
anymore 24.18, 24.19, 24.20, 32.9, 32.10, 42.8, 43.2,
43.22, 44.11, 45.9, 47.21, 47.22 (not anymore 20.14, 20.15)
anyone 19.14
Around 10.99
as ….. as 15.17
As long as 34.11, 48.30
as if 36.24
as many as 15.18
as much as 15.18
Auxiliary verbs 49.2
back + prep 45.18
Be (to): 1.2, 1.3, 1.7,(contraction 4.2, 4.12,5.2) ( past tense 14.14, 14.15, 14.16
, 14.19)
be able to 25.10, 25.11, 25.27 (past 25.12)
because 8.14 (because of 29.14)
Body (parts) 11.17, 12.11
born (to be )14.18 (past 16.13, 26.19, 32.24)
borrow 37.15, 47.16
break + prep 44.8
bring + prep 42.18
call + prep 40.18
Can/ can’t (short answers 13.15)
colors: 4.8 (rev. 6.17)
come + prep 35.12
comparatives 15.16

Conditionals (all 28.9)

Future conditional 13.12

308
 Present conditional 28.10, 28.11, 28.12, 29.21, 31.27, 34.10
37.8, 39.29, 42.1, 45.19, 48.7, 48.27, 50.13, 50.32
Past conditional 31.8, 31.9, 37.9, 39.9, 41.9, 42.2, 43.1, 43.12
43.19, 45.7, 46.10, 47.14, 48.10, 48.19, 49.25, 50.32

could have 33.26, 50.15

Dates 8.6, 8.8, 9.6, 10.6, 10.7, 11.6, 12.6, 12.7, 13.6, 13.7
14.6, 14.7, 15.6, 15.7, 16.6, 16.7, 17.6, 17.7,18.6
18.7, 19.6, 19.7, 20.6, 20.7, 21.6, 21.7, 22.6, 22.7
, 23.6, 23.7, 24.6, 24.7, 25.6, 25.7, 26.6, 26.7, 27.6,
27.7 , 28.4, 28.5, 29.4, 29.5, 30.4, 30.5, 31.4, 31.5
32.4, 32.5, 33.4, 33.5, 34.4, 34.5, 35.4, 35.5, 36.4, 36.5
37.4, 37.5 , 38.4, 38.5, 39.4, 39.5,
Days of the week 7.4, 7.18, 8.3, 9.3, 10.4, 11.4, 12.4, 13.4
14.4, 15.4, 16.4, 17.4, 18.4, 19.4, 20.4, 21.4, 22.4, 23.4
24.4, 25.4, 26.4, 27.4
depend 35.24, 37.11
despite28.20
different from/than 26.23
do (vs. make 33.19, 50.30, 50.33, 50.36)
drop + prep 43.9
due to 29.14
enough 20.18 , 20.19
Expressions 38.20, 39.12, 40.10, 41.5, 41.15, 43.10, 45.11, 46.2, 46.8
46.16
even 29.23 (even though 27.24, 27.26)
ever 22.12, 22.15, 22.22, 23.16, 24.24, 25.27, 27.19, 29.13
31.17, 33.21, 36.16, 41.10, 50.9
Everybody 19.14
Everyone 19.14
fall + perp 43.3
Far from 7.11
few 15.12
for26.10, 27.10, 28.88, 29.7, 30.7, 31.7, 32.7, 33.7
34.7, 35.7, 36.7, 37.7, 38.7, 39.7

Fractions and percentages: 10.1, 11.1, 12.1, 13.1, 14.1, 15.1, 16.1
17.1, 18.1, 19.1, 20.1, 21.1, 22.1, 23.1, 24.1, 25.1
26.1, 27.1, 28.1, 29.1, 30.1, 31.1, 32.1, 33.1, 34.1
35.1, 36.1, 37.1, 38.1, 39.1
from:4.3, 6.6, 6.7, 8.12, 26.10, 27.10, 28.88, 29.7, 30.7, 31.7, 32.7, 33.7
34.7, 35.7, 36.7, 37.7, 38.7, 39.7
future (with going to 12.16, 12.17, 13.13, 15.10, 15.10, 16.10, 21.16)
(with will 13.10)
Future perfect 38.17, 49.28
get (to) 31.24, 49.29; to get + prep 36.9
Gerunds & infinitives 42.13, 43.21, 44.13, 45.10,
give + prep 36.20
go + prep 35.18
had better/ not36.11, 48.22, 50.20
hardly ever 36.25, 39.16, 50.38
have: 9.11, 9.12, 10.11, ( and meals11.9)(+trouble +gerund 39.24)
309
hold + prep 46.1
However 27.25
How many 7.10, 7.14
How much 7.16
How old 10.9
If I were you.. 45.20
Imperatives 8.13, 11.16, 27.11 (indirect 25.23, 26.11, 27.11, 31.15
35.16, 49.18)
in:2.2
in any case 27.24
in charge of 35.23
In spite of 28.20
In the meantime 38.10
indirect and reported speech 27.21, 36.22, 48.38, 50.41, 50.45, 50.46
indirect Q’s 33.28

infinitive (negative 28.27, 36.13) (and gerunds 42.13, 43.21, 44.13, 45.10)
Instead of28.21, 49.9
intend 46.13, 47.23, 47.32, 48.9

interrogative: 1.10, 2.8, 10.13

irregular verbs (in past simple17.14, 17.16, 18.12, 18.14, 18.16, 18.18, 18.21, 18.23,
18.25, 18.28, 18.30, 18.33, 18.35, 18.38, 20.12, 20.17, 20.22,49.23, 49.32,
49.39, 50.4) (in past simple and past participle22.16, 22.17, 22.24, 23.19,
24.23,
25.15, 25.25, 26.18, 26.28, 27.14, 28.14, 29.17, 30.25, 31.21, 32.12, 33.15,
34.26, 35.20, 36.19, 37.20, 38.26, 39.19, 40.15, 41.20, 42.10, 47.26)
keep + prep 41.13
know 14.13; how to 14.12, 32.26, 49.12
languages 17.11
last: 11.11, 12.10, 21.12, 32.25, 46.19
leave + prep 40.2
less than15.13
let 26.16, 30.12
like (enjoy 11.14, 12.12) (comparison 13.17) (look like vs. be like 25.20, 32.17)
(taste, seem, sound, smell like 32.15, 49.11)
Little 15.12
loan 37.15, 47.16
look forward to 35.9
look + prep 32.20
lot of (a) 14.11, 15.2
make an effort 11.15 Make vs. do 33.19, 50.30, 50.33, 50.36
make + prep 39.17
many 14.11, 15.2
Mastering the interrogative(there are more, find them) 26.26, 28.18
30.16, 32.23, 35.13, 38.22, 40.13, 42.14, 44.12, 45.2, 45.13
46.4, 46.12, 47.2, 47.18, 47.28, 48.5, 48.16, 48.23, 48.34
49.1, 49.6, 49.15, 49.27, 49.37, 50.5, 50.11, 50.21, 50.31
50.35, 50.40, 50.44, 50.47
may, can for permission 26.12, may have 33.24

to meet 34.22 (vs. meet with 34.21) (vs. to know 34.20)

310
Modals (Have to Must Should Needn’t Don’t have to23.12, )
(Have to, Don’t have to, Should, Shouldn’t 23.13, 49.20)
(Should, Shouldn’t 23.14, 26.24, 33.22 + have 47.6)
(Have to, Don’t have to 23.15, 30.26)
(didn’t, don’t, won’t have to 30.26 )
Most, most of 33.11, 48.1
Most of the time 33.13
Months of the year 8.5, 9.5, 10.5, 11.5, 11.8, 12.5, 13.5,
14.5, 15.5, 16.5, 17.5, 18.5, 19.5, 20.5, 21.5, 22.5, 23.5
24.5, 25.5, 26.5, 27.5
more 15.13 (the more… the more 42.19, 49.8)
much 14.11, 15.2 must (logical conclusion 33.25, 37.12)
nationalities: 3.5, 17.10
Near 7.11, 7.12
negative questions 26.20, 27.16, 28.22, 30.19, 33.8, 35.21, 38.28, 40.17, 43.5
47.9, 47.17, 47.31, 48.8
neither do I 36.14
never 22.12, 22.15, 22.22, 23.16, 24.24, 25.27, 27.19, 29.13
31.17, 33.21, 36.16, 41.10, 50.9
nevertheless 27.25
no one 19.14
Nobody 19.14
none 12.15
number dictation: 5.6,7.2, 8.1, 9.1, 10.2, 11.2, 12.2, 13.2, 14.2
15.2, 16.2, 17.2, 18.2, 19.2, 20.2, 21.2, 22.2, 23.2
24.2, 25.2, 26.2, 27.2, 28.2, 29.2, 30.2, 31.2, 32.2, 33.2
34.2, 35.2, 36.2, 37.2, 38.2, 39.2

number pronunciation: 5.7,6.10,7.3, 8.2, 9.2, 10.3, 11.3, 12.3, 13.3

14.3, 15.3, 16.3, 17.3, 18.3, 19.3, 20.3, 21.3, 22.3, 23.3
24.3, 25.3, 26.3, 27.3, 28.3, 29.3, 30.3, 31.3, 32.3, 33.3
34.3, 35.3, 36.3, 37.3, 38.3, 39.3

numbers: (1-10)3.1 (1-20)4.1,(1-100 5.5), (1-1000 6.9)(to million 7.1)

object pronouns 6.1, 6.2, 17.17
objects (dir and ind 11.18, 34.14, 34.15, 50.43)
one (as adjective 4.9)
ones 33.17, 50.14
ordinal numbers 7.18, 7.19, 7.21, 8.4, 9.4, (see also dates)
other 33.16
other people 32.27
Ought to 39.22
pass + prep 41.2
passive voice 31.18, 31.19, 36.23, 46.3, 48.18, 49.34
past tense 14.14, 17.13, 17.19, 18.10, 18.11, 18.13, 18.15, 18.17
18.19, 18.22, 18.24, 18.26, 18.29, 18.32, 18.34, 18.37, 19.10, 19.16
19.24, 20.11, 20.16, 20.21, 22.23
Past continuous 16.11, 16.12
Past perfect 27.21, 31.14, 50.12
past tense vs. present perfect continuous 24.12, 24.13
past tense vs. present perfect 22.26, 23.20, 26.21, 28.16, 30.13, 32.21,
35.8, 38.13, 40.7, 42.6
311
personal pronouns: (he she 3.4) (I, you 3.10) (I you he she too,
some you, me object pronouns 4.2) (we 5.9)
(reflexive 12.14)
Percentages see fractions
people are: 5.8, 17.10
Phrasal verbs: To look + prep 32.20, To turn + prep 33.10, To take +
prep 34.17,
To come + prep 35.12, To go + prep 35.18, To get + prep 36.9, To
give + prep 36.20, To put+ prep 37.13, To run + prep 38.12,
To pick + prep 39.8,To make + prep 39.17, To leave + prep 40.2,
To call + prep 40.18
To pass + prep 41.2, To keep + prep 41.13, To stay + prep 42.7
To bring + prep 42.18, To fall + perp 43.3, To drop + prep 43.9
To show + prep 43.17, To break + prep 44.8, To think + prep 45.3
,To back + prep 45.18, To hold + prep 46.1, In general 46.15, 47.4,
47.13,
47.20, 47.27, 48.4, 48.15, 48.24, 48.31, 49.5, 49.16, 49.22, 49.29,
49.35,
50.1, 50.7, 50.19, 50.37

pick + prep 39.8

plan 46.13, 47.23, 47.32, 48.9 (plan to 35.26)
Plenty of 38.11, 50.23
Possessive adjectives (my, your 6.11)(his, her 6.14)(its 6.15)
(our, your, their 6.16) (rev. 6.17)
possessive pronouns 9.15, 16.16, 42.3, 42.17, 43.14, 43.20, 44.14
prepositions (on in under next to 4.9)(in front, behind, next to 6.1)

Present continuous (6.3) 8.13, 8.14 (as future 13.14)

Present perfect 22.10, 22.11, 22.12, 22.14, 22.23 (irregular verbs in 50.10, 50.16,
50.22,
50.25)
Present perfect vs. past 22.26, 23.20, 26.21, 28.16, 30.13, 32.21,
35.8, 38.13, 40.7, 42.6

Present perfect continuous 24.10, 24.11, 24.15, 24.16, 24.17

present perfect continuous vs. past tense 24.12, 24.13
Present tense:9.11, 9.12, 10.11, (3rd pers 10.17, 10.18, 10.19, 10.21-24,
10.26-30)
pronouns 44.15, 45.8, 46.9, 47.1, 47.12
Pronunciation practice (t+u 22.20, 25.17, 49.12)(isms 39.20, 49.13)
provided that 34.11, 48.30
put+ prep 37.13
Questioning in present and past20.23
Quite 34.13, 49.30
Rather 34.13 (rather than 28.21, 49.9)
Readings26.22, 27.15, 28.19, 29.19, 30.18, 30.27, 31.16, 31.23, 32.22
33.12, 34.9, 34.24, 35.10, 35.22, 36.17, 36.27, 37.18
38.14, 38.27, 39.11, 39.25, 40.8, 40.20, 41.18, 42.12, 42.21
43.15, 44.9, 45.6, 45.15, 46.7, 46.20, 47.11, 47.29, 48.3, 48.13
48.25, 49.4, 49.24, 49.40, 50.18, 50.34, 50.42, 50.47
312
regular verbs in past simple and past participle23.18, 24.22, 25.14, 25.24, 26.17,
26.27,
27.13, 28.13, 29.16, 30.24, 31.20, 32.11, 33.14, 34.25, 35.19, 36.18
37.19, 38.25, 39.18, 40.12, 41.19, 42.9, 47.25
remind vs. remember 28.26, 50.6
right (to be ) 47.10
routines (sister29.11, 29.12)(uncle 32.13, 32.14)
run + prep 38.12
salutations 8.11, 9.8, 23.21
same. as 26.23
Saxon genitive 6.13, 7.20, 9.13, 21.14

Shall 38.16
since 26.10, 27.10, 28.88, 29.7, 30.7, 31.7, 32.7, 33.7
34.7, 35.7, 36.7, 37.7, 38.7, 39.7

Short answers: 9.14, 10.15, 14.15, 17.13, 27.23, 29.18, 31.25, 33.29
36.10, 39.27, 41.21, 43.6, 44.19, 45.17, 48.35, 49.3, 49.19
49.38, 50.8, 50.17, 50.24
show + prep 43.17
so 27.17, 30.11, 48.12 (so do I 36.14)
Some 7.13
Somebody 19.14
Someone 19.14
somewhat 34.13
stay + prep 42.7
Still 20.14, 20.15, 24.18, 24.19, 24.20, 32.9, 32.10, 42.8, 43.2,
43.22, 44.11, 45.9, 47.21, 47.22
such 27.17, 30.11, 48.12
Superlatives 19.11, 48.32
Supposed to 38.8
Take (time) 19.22, 25.18, 27.18, 29.10, 31.10, 33.18, 35.25, 39.15
41.1, 44.18, 47.33; take + prep 34.17
Telling time 8.10, 9.7, 11.13, 12.9, 13.9, 14.9, 15.9, 16.9, 17.9, 18.9
19.9, 20.9, 21.9, 22.9, 23.9, 24.9, 25.9, 26.9, 27.9
28.7, 29.6, 30.6, 31.6, 32.6, 33.6, 34.6, 35.6, 36.6
37.6, 38.6, 39.6
that:1.8,1.9, 5.3, 5.11, 6.188
the:2.5

There is 7.5, 7.7(past16.14)(future 16.15, 21.21)(present perfect 23.10

, 28.15, 32.19, 34.19, 40.5, 49.21)(past vs. PP 25.16
There are 7.9(past 16.14) (future 16.15, 21.21)(present perfect 23.10
28.15, 32.19,34.19, 40.5, 49.21) (past vs. PP 25.16)
There I s/There are (all 27.22, 30.9, 32.18, 34.18, 40.6, 40.16, 41.8,
44.2, 48.17, 48.21, 48.2848.36)(with other contructions 44.3,
44.4, 44.5, 44.6, 50.26, 50.27, 50.28, 50.29
these/those: 5.1,5.3, 5.11, 6.18
think about 35.26, 46.13, 47.23, 47.32, 48.9 thinkof 46.13, 47.23, 47.32, 48.9
think + prep 45.3
this:1.2,1.3,1.9, 5.3, 5.11, 6.18
313
to 6.6, 6.7, 8.12, 26.10, 27.10, 28.88, 29.7,29.8, 30.7, 31.7, 32.7, 33.7
34.7, 35.7, 36.7, 37.7, 38.7, 39.7

Too20.18 (too much, many 20.19)

try to 11.15 try 46.13, 47.23, 47.32, 48.9 Turn + prep 33.10
unless 29.20, 34.12, 48.37
used to (to be, to get, 30.14, 49.31, 50.26) (as past 30.15, 44.1, 49.3)

Verb vocab. 40.1, 40.4, 40.14, 41.4, 41.11, 42.4, 42.15, 43.7
43.16, 44.10, 44.17, 45.4
Was going to.. 21.17
Weather 19.15
what: 1.5, 2.9
where: 2.2, 2.9
While 38.9
who: 3.3
whose: 9.15, 16.16, 17.12, 20.10, 21.13, 28.24
why 8.14
will (future tense see future) short answers 13.11

Willing to 39.23, 50.39

wish 31.11, 31.12, 47.7
worth 30.21, 50.2 (it’s worth it 30.22, 38.23, 50.3)
would like 25.22, 35.17
would rather 30.20
Years 8.9, 10.8, 12.8, 13.8, 14.8, 15.8, 16.8, 17.8, 18.8, 19.8
20.8, 21.8, 22.8, 23.8, 24.8, 25.8, 26.8, 27.8, 28.6
yet 24.18, 24.19, 24.20, 32.9, 32.10, 42.8, 43.2,
43.22, 44.11, 45.9, 47.21, 47.22

314