RG-P5-1

VIDEO ENGLlSHREGULAR COURSE

PROGRAM5

This textbook, when completed, willcontain ali of the lesson texts andaccompanying pictures for Program 5.Vou will complete the book by exchangingthe tickets on this page for the texts andpictures for the twelve lessons whichcomprise this leveI. Becauseof our specialteaching techniques, Vou can onlyexchanqe the tickets for the correspondingtexts and pictures when your teacherauthorizes Vou to do so. After vou haveused ali of the tickets on this page andcompleted your textbook, you may tearthis page out of your book and discard it.

The grammar points of each lessonare presented after the text of the lesson.These grammar points contain ali theinformation Vou need to do the exercisesin the workbook that accompanies thistextbook.

" ) At the end of this book you will finda list of ali new words and expressionspresented in Program 5.

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PUBLlSHERS

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RG-P5-3

PROGRAM 5 - TEXTBOOK

CCLS Publishing House®

Editorial Staff

Ann Tillerman

Ann TillermanDavid Hazelhurst

Samuel Richardson

Hubert Paige GrahamThomas Edward Hasek

Agnolds AlsivCarl M. Lewis 'Charles Pitt GrylloFrank CameronJohn FrillaJohn M. LattaJoseph FieldsMark MoutyMarvin LouisMary LaneMichael J. MerolaMorris MillerMorvan MillerRobert MerolaSidney SilverWilliam BorbaWillard A. Oliver

Alex MayerAugust MüllerCaeser A. NimesCarla MorencyChristine RollsJohn Gabriel Stabauer

Carl WalkerVictor H. Brunnelle

AI Caris

Christina AshleyAmanda Edwards

David HazelhurstLaura Ross

Melissa Mitchell

Waldyr Lima

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PUBLISHING HOUSe®Ali rights reservedo No part of this publication or related recordings rnay bereproduced, stored in a retrieval system, or transmitted in any form or by anymeans, electroriic, mechanical, photocopying, recording. or otherwise without

the prior permission of the publishero

)Printed by CCLS Publishing House®

Brazil

Eighth Edition

ACKNOWLEDGMENTS

We have made reference in this book to certain trademarks/servicemarks for the sole purpose of rendering a more real-life flavor to the varioussituations presented to our studentso We do not want to infer or imply in anymanner that there exists a relationship or association between the authors andlor publisher and the named entitieso We wish to take this opportunity to

acknowledge tne trademarklservice marks usage:

Hallmark - Hallmark Cards. lnc.

Kmart - K-Mart Corporation

Do: Daniel Robinson

Mro Ro: Mr, Robinson

Co: Charlie Franco

CHARACTERS

.L: Jean Robinson

Mrso R.: Mrso Robinson

A.: Alice Franco

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RG-PS-S

VIDEO ENGLlSH

REGULAR COURSE

PREFACE

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The Video English series is the result of years of .work by a team ofresearchers and writers who have been studying and making use of the latest

.developments in teaching English as a foreign language. The series has beencarefully plaonéd and organized so as to guide students to an active assimilationof natural, everyday American English. Students leam both spoken and writtenEnglish and the appropriate.language for different situatlons: the formal speechused with st'rangers and the informal speech used with friends. They becomeacquainted with American language and culture through the study of newspaperarticles, TV programs and commercials.

The Video English series includes separate courses for children,teenagers and adults.

Thomas Edward Hasek and H. Paige Graham served as full-time EnglishLanguage Consultants for the Video English series. Mr. Hasek receivedMaster's Degrees from the University of Missouri and Indiana University.Mr. Graham received his Master's Degree from the University of South Florida.

PROGRAM5

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Program 5 of Video English Regular Course is designed for teenage andadult students who have prior knowledge of English. Program 5 is the fifth bookof the Regular Course.

Natural everyday American speech is presented in the dialogues whichserve as the basis for ali the subsequent classroom work. These dialoguespresent teenage and adult situations such as traveling, going shopping, havingfun, etc.

The grammar points are inductively presented in the lesson texts.

Program 5 contains 332 new words.

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RG-PS-7

LlST OF CONTENTS

LESSON PAGE

49 SurpnseslV 9Grammar Review

50 Snapshots I 23Ordinal NumbersNegative Ouestions -IS, ARE, WAS, WERE, DO, DOES, 010

51 Snapshots II 33Negative Oueslions - CAN, WILL, WOULD, IS THERE, ARE

THERE, WAS THERE, WERE THERE

52 TV Commercial- KmartSM

Negative Ouestions (eontinued)43

53 49SituationsComparative of Equality and Inequality

54 TV Commercial- Ha/lmark®SOMEONE, ANYONE (SOMEBODY, ANYBODY)

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55 SituationsThe Modal Verb MA Y

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56 77We/l-TraveledThe Present Perfeet Tense (formation and usage)LlKE, ALlKE, DIFFERENT (FROM)

57 90Have Vou Ever?The Present Perfeet Tense and The Simple Past Tense

The Present Perfeet Tense with ever

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58 Situations

The Present Perfect Ten .ALREADV, VEr se useo In Indefinite Past Time

SOMEWHERE, ANVWHERE

59 Situations

Reflexive PronounsrOBEABLEro

107

60 Situations

Review of Structures 117

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TEXTSURPRISES IV

MY MINO WAS ELSEWHERE

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Nurse: How did this happen?Patient: Well, it ali happenedwhile I was looking up at the fullmoon.

Nurse: Don't tell me the sky fellon your head.Patient: No, I crashed into alight pole.

CANOIOKIOS

Teacher: Bob, come up here.Who wrote this for you?

Sob: My dad did. Why? Did hemake a lot of mistakes?

WRONG FOLOER

Dark-haired girl: Excuse me,but that folder is mine.

Pretzel vendor: I'm sorry. It'snot yours. Your folder is overthere, in that puddle.

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A GOOO-LOOK/NG OUMMY

Dark-haired boy: Wow! Shemust be the prettiest girl in town.

Blond boy: And she's thequietest girl in town too.

A FRUSTRA TEO ARTlST

Boss: Arthur, if you put thesetogether, 1'11give you a raise.

Boss: What?! You're fired.Arthur: Nobody appreciatescreativity anymore.

A BETTER OFFER

Voung man: If you tell meSarah's telephone number, 1'11buy you a candy bar.

Voung woman: Thanks, but nodeal. Paul told me he'd buy metwo candy bars if I didn't tell you.

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RG - P5 - Lesson 49 -13

A carefu/ dríver?

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Mike: Wow! She must be the prettiest girl in town.

Burt: She really is pretty, but pay attention to what you are doing. If youare not careful, you are going to crash into a light pole.

A frustrated student

Student: Mrs. Taylor, did you like my paper? I spent ali afternoon writingit.

Mrs. Tay/or: Well, I really appreciated your creativity, but you made a lotof mistakes. Your grade is 65.

Ooing business

Pat: If you want, 1'11trade this box of pencils for that folder.

Liz: That's a very good ofter, but no deal. If you want, 1'11trade my folder

for three candy bars.

WiII he get a raise?

Tom: The boss told me that if I put this wardrobe together, he'd give me a

raise.

Bob: Yeah, but be careful, because if you don't do it well, he'lI fim you.

A tired mother

Sarah: I took Jonathan to the park this morning and, you know, he islearning how to walk. I'm always afraid he's going to fali so I spentali morning walking around the park after him.

Oinah: That's why you look so tired.

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GRAMMAR REVIEW

I. INTERROGATIVE PRONOUN - WHO

A. Who refers to the subject

Note~When who refers to the subject, the auxiliaries do, doesor díd are not used in the questiono

B. Who refers to the object

'------- object

Note~When who refers to the object, the auxiliaries do, doesor díd are used in the questiono

11.ORDER OF ADJECTIVES

Take a look at this sentence:

Note~

colar material noun

An adjective referring to color comes before anadjective referring to material.

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RG - P5 - Lesson 49 - 15

111.THE COMPARATIVE ANO SUPERLATIVE FORMS OFADJECTIVES

A. Comparative of adjectives of three ar more syllables

)Note~

To form the comparative of adjectives of three or moresyllables, put more before the adjective and than afterit.

B. Superlative of adjectives of three ar more syllables

Note ~To form the superlative of adjectives of three or moresyllables, put the most before the adiective.

C. Comparative of adjectives of one ar two syllables

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Note ~

Note ~

To form the comparative of adjectives of one or twosyllables, add er to the end of the adjective and put thanafter it.

Some two-syllable adjectives, like recent, or anxíousform the comparative with more ... than. Others, likequiet, ar narrow, form the comparative in either of the twoways mentioned (quieter than or more quiet than).

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D. Superlative of adjectives of one or two syllables

Note.~

Note ~

E. Special cases

To form the superlative of adjectives of one or twosyllables, put the before the adjective and add est tothe end of it.

Some two-syllable adjectives, like recent, or anxiousform the superlative with the mosto Others, like quiet,or narrow, form the superlative in either of the two waysmentioned (the quietest or the most quiet). Practice inthe language will help you know the correct form in anycase.

~j~consonant vowel consonant

Note ~

When an adjective ends in or is formed by consonant +vowel + consonant, we double the final consonant whenforming the comparative or the superlative.

prett y

/~-:::-co""n::-:s::-::o:-::n~a=nty I'! prettier than

the prettiest

Note ~When an adjective ends in consonant + y, we drop they and add ier to form the comparative or iest to formthe superlative.

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RG - P5 - Lesson 49 -17

large

adjectlve 7n;ng tn e I!,arger than

!the largeSt

Note~When an adjective ends in e, we just add r to form thecomparative or st to form the superlative.

Now pay attention to the following irregular forms:

) Adjective Comparative Superlative

good better than the best

bad worse than the worst

IV. THE PAST CONTINUOUS TENSE

A. Affirmative form

pasllense

01 lhe verb

to be

-ing lorm 01 lhe

principal verb+

)Note~

When two actions, one longer than the other, happensimultaneously in the past, the longer action isexpressed in the past continuous tense and the shorteraction is expressed in the simple past tense.

B. Interrogative form

~ Peter I studying when his mother called him?~, /I--------------------------~~

..... __ .....

C. Negative form

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V. POSSESSIVE PRONOUNS

Excuse me, sir. This book is mine. That one is yours.

Note~A possessive pronoun is used to replace a possessiveadjective + a noun.

These are the possessive pronouns:

mine ours

yours yours

his/hers theirs

VI. THE MODAL VERB COULD

A. Affirmative form

When I was younger, I could run 100 meters in 14 seconds.

Note~Could is the past tense of can and is used for alipersons (singular and plural).

B. Interrogative form

c§.~~YOu, run 100 meters in 14 seconds too?~--~~, /--------------------------~

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c. Negative form"

My brother COUld,~ run 100 meters in 14 seconds.

My brother COUld@ run 100 meters in 14 seconds.

Note~The contracted form for could not is couldn't and it isused for ali persons (singular and plural).

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RG - P5 - Lesson 49 -19

VII. WOULD LlKE

When we want to ask for something, it's more polite to use "I wouldlike ... " than "I want ... "

A. Affirmative form

I Linda would like some coffee.

B. Interrogative form

J @o~u~Linda / like some coffee?L-~~_~, / ~' ..•... _--

C. Negative form\ \

I would A like to live in a big city because big cities are dangerous.

I WOUld@ like to live in a big city because big cities are dangerous.

VIII. (IF + PRESENT) ... WILL

If I 90 to the post office, I will buy some stamps.... ~... -.'...•.. ...•.condition possible future occurrence

) When we talk about a possible future occurrence, weuse the simple present tense in the part of the sentencethat expresses condition and the simple future tense inthe part that says what may happen.

IX. (IF + PAST) ... WOULD

If she had enough money, she would buy a new car.~ ~.........~

coridition unreal or imaginary

situation in the present

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Note~

Note~

When we talk about an unreal or imaginary situation inthe present, we use the past tense. in the part of thesentence that expresses condition and the conditional(would + infinitive without to) in the part whichexpresses what would happen if that condition were

, met.

Remember that when we use if + the past tense of theverb to be, were is used for ali persons.e.g. If Joe weren't sick, we'd go to Long Island.

X. INDIRECT SPEECH

Mrs. Spencer said, "The seafood is fantastic."

Mrs. Spencer said (that) the seafood wasfantastic.

We use direct speech when we repeat the exact words that a person said,as if that person were speaking.

We use indirect speech to tell someone what another person said, withoutrepeating that person's exact words.

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RG - P5 - Lesson 49 - 21

Take a look at the chang~s we make when c~,Çl.ngingá)sentence from directto indirect speech. '):J;..v•.::lJ.U~~ .#::.:1....-1,J. .. ;~-

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IDIRECT SPEECH INDIRECT SPEECH

I he/she

you (sing.) he/she

we/you (pl.) they

this that

these those

c~ my/your (sing.) his/her

'? me/you (sing.) him/her

simple present simple past

prese~1J~inuous past continuous

~~\~. '-c.Ó, • l, f. ,- 'TI"'; -'li JJ '<.M:., __t4r :' -t~$.lF,QiJtfli.~;;;VJ~<,ty~ ~ -'

~iVr , Li':.'v' 'v, erthat-when-we- relJUrl a /ee-no uestr n,y, q we have to change the

verb s d to asked, introduce the word if, and then make the othernecessary changes.

Mrs. Miller said, "Are you going to the movies with me, Sarah?"

) Mrs. Miller asked Sarah if she was going to the movies'With her.