SAMPLER

Second Edition

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Previ inside :
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Levels I–III

Defense Language Institute

English Language Center
The American Language Course
The American Language Course (ALC) is a comprehensive, multilevel language program for teaching English
for vocational and professional purposes. It is designed primarily for intensive English language training in
a classroom setting, but can easily be adapted for slower-paced instruction. The ALC’s curriculum has been
developed by the Defense Language Institute English Language Center (DLIELC), which is a US Department
of Defense school under the operational control of the US Air Force. The primary focus of the ALC is
to provide a language curriculum for a diverse international military population. To that end, the course
includes not only general English topics, but also military topics of a general nature highlighting the typical
language military personnel will encounter in their professional and vocational career fields. The ALC has,
however, also been very successfully used in non-military learning environments and in US high schools with
immigrant student populations.
Books 1 through 18 of the newly revised ALC 2nd edition are now available. Books 1 through 6 constitute
Level I of the ALC’s general English curriculum and are appropriate for elementary level students. Books 7
through 12 constitute Level II and are appropriate for high elementary level students. Books 13 through 18
constitute Level III and are appropriate for low intermediate level students.

Inquiries and orders

Please address inquiries and requests for more information about DLIELC publications to
DLIELC/LESL
2235 Andrews Avenue
Lackland Air Force Base, Texas 78236-5259
E-mail: [email protected]

©2008 by Defense Language Institute English Language Center and its licensors. Notice of Rights: All rights
reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

ALC Sampler 
 Book 5 LeSSon 1
The Student Text
Vocabulary Words to show order
The General English phase of the
ALC consists of six progressive
levels of language proficiency
training (Levels I - VI). The entire
program consists of 34 books THE THOMASES ARE FIRST!
Four men and one woman finished in first to
that take the language learner fifth place in yesterday’s New York City Marathon.
First was Steve Thomas. He ran twenty-six miles
from beginning through advanced in two hours, two minutes, and thirty seconds.
English. This course serves to Next was Steve’s wife, Anne. She was second
with a time of 2:05:34. Then came Hans Anderson.
thoroughly prepare students for He was third at 2:10:01. After Hans was Bill
Thornton. Bill ran the race in 2:22.10. Matt Biggs
direct entry into their specialized was last. He finished the marathon in 2:25:00.
career fields or further English for
Specific Purposes (ESP) training.
The newly revised ALC second
edition has a new look, an easy-
to-use format, and lots of new
exercises and activities. The pages EXERCISE A Complete the chart with information from the newspaper.

you see here are representative of

the Student Text’s new appearance. NEW YORK CITY MARATHON
Top Five Runners

About the program Last name First name Order Time

Steve 1st
unct uation arks,
on m
In the General English phase, the and p
tters Thomas ophes,
questi 2:05:34
it a l le rs, apostr
student learns basic structures and g Cap l lett e

Writin
Anderson apita Hans d
w it h c
ry oo
g
rite it snt ve
vocabulary of American English low. R
ew er wa 4th what2:22:10
did
raph be h e weath set
parag o nt h t
v e ry p
u
by practicing the four language at the s t m
he wa s arm
Look ork la atMatt and w
new y
s.
and p
e r io d his co s dry
trip to t have he wa
skills of speaking, listening, bruce
t o o k a
uce d id n
at t h e n
iny br rainco
nd ra rown
reading, and writing. The entire it wa s cold a
g h t a nice b
do h e bou
course is designed so that one bruce BOOK 5 LESSON 1 19

book builds on the previous book

to further language learning and
acquisition. A variety of effective
techniques and methodologies
that are used at the DLIELC by its
e.
professionally trained ESL/EFL rit eam
essag
and w
instructors have been incorporated ss a p
ostcard
Addre
into the instructional exercises and XERC
ISE
E
activities. The material focuses on
the four components of the English
language: language functions,
vocabulary, grammar, and skills.
The latter are designed to give the
student the opportunity to develop
practical academic skills universal to
any learning situation.

11

SON1
6 LES
BOOK

 AmeriCAn LAnguAge CourSe

 Book 4 LeSSon 2
Course components
Vocabulary Military personnel working on bases and posts
A comprehensive instructional
package accompanies each book:
 Student Text (ST)
A soldier works on an Army post.  Instructor Text (IT)
 Homework and Evaluation
Exercises booklet (HWEE)
 Audio recordings (CD or tape)
 Language Laboratory Activities
A sailor works on a naval base.
Student Text (LLAST)
 Language Laboratory Activities
Instructor Text with
audioscripts (LLAIT)
 Computer-delivered Interactive
Multimedia Instruction (IMI)
An airman works on an Air Force base.  Quiz kit
 Optional training aids such as
Per for video tapes and flash cards
m ance C
heck
Ask y Sport
our cla s BIN
EXERCISE stuWrite
dent pquestions
four in la y
ssmate about the pictures above.
s the
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2. Who ??
win B
INGO ” When a
, you
Homework and Evaluation
must
3. Where ? have
Exercises booklets have been
completely revised and redesigned
BOOK 4 LESSON 2 31
for an entirely new look. They
provide more learning strategies, a
strengthened reading component,
bicycli
ng and a wide variety of objective-
softba
ll
badm
inton
related enrichment activities for in-
golf class and supplementary language
volley
ball training. The new books are highly
soccer
baseb
all
visual. Students will interact with
cricke
t graphic organizers, charts, graphs,
racqu
etball illustrations, and photographs that
hocke
y
baske
tball
enhance the instruction. The graphic
table
tennis material is adapted from that found
swim
ming in-lin in typical American publications
e
skatin
g tennis and training manuals. It is used to
skiing
introduce students to the ways in
which the US media and military
currently display information.

82
Book
4 LeS
Son3

AMERIC
AN LAN
GUAGE
COUR
SE

ALC SAmpLer 

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AND IS USED WHENEVER INFORMATION GIVING SHORT ANSWERS )T IS NOT AT ALL
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New appearance Easy to use • New vocabulary: Each new

word is listed in the margin on the
The Instructor Text (IT) has an Easy-to-follow teaching notes page on which it first occurs.
entirely new format. Instructor and make the IT simple to use. The
• Exercise instructions: Visually
Student Texts are fully coordinated, column next to each reduced page
matched headings draw the eye
with each page of the Student Text provides information about:
from the ST to identical headings
(ST) conveniently incorporated • Language objectives: Stated
in the IT and to headings in the
into the IT by means of a reduced in clear and simple English,
explanatory text below.
image. The reduced facsimile these objectives are statements
is supplemented with answers of what students should be able • Teacher-dictated texts: Oral
to exercises as well as step-by- to accomplish at the end of the drills, listening and Q/A exercises,
step instructions for carrying out lesson. They are provided as a as well as dictation texts are listed
exercises and activities. guide for the teacher and are immediately adjacent to their
measured on the quizzes. respective exercise when possible.
Longer texts are provided in an
appendix.

v AmeriCAn LAnguAge CourSe

 " 

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"OOKS OPEN "OOKS OPEN HABITUAL ACTION
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The IT offers teaching strategies,
7RITTEN RESPONSE
)NDIVIDUAL
/RAL RESPONSE
'ROUP
) GET TO SCHOOL BY CAR cooperative learning techniques,
./4% 4HE PREPOSITION TO INDICATES "EGIN THIS AS A GUIDED EXERCISE
#5,452!, ./4% cultural notes, and supplementary
-OST !MERICAN SCHEDULES SHOW TIMES
MOVEMENT TOWARD A SPECIlC LOCATION $IRECT THE QUESTIONING BY ASKING
WRITTEN TIN THE FOLLOWING MANNER
activities that go beyond the
STUDENTS HOW THEY GOT TO CLASS OR
4OMS GOING TO WORK NOW
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 AM  PM  PM treatment of the objectives in the ST.
!MERICANS INDICATE AM ANTE
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QUESTIONS ABOUT MODE OF TRAVEL TO
HOME THE DISTINCTION IS NECESSARY 54# OR
VARIOUS LOCATIONS (AVE STUDENTS lRST
)M GOING HOME AFTER WORK #OORDINATED 5NIVERSAL 4IME 
ASK AND ANSWER QUESTIONS IN THE PAST
7ERE GOING DOWNTOWN TONIGHT HOURS  HOURS  HOURS
(OW DID YOU GET TO WORK IS INFREQUENTLY USED IN CIVILIAN
YESTERDAY ENVIRONMENT BUT ITS USE IS REQUIRED IN
) GOT TO WORK BY CAR THE 53 MILITARY
"//+  ,%33/.  

• Additional resources: Suggested order. It indicates the conditions supplementary activities for use
transparency masters, realia, props, under which the activity is to in mixed-level classes. Such tips
related appendices, etc., appear be performed, the type of cue are representative of the teaching
next to the activity. (visual, oral, written, etc.), the techniques developed by the
type of response (oral or written), well-trained, native-speaker ESL/
and the student participation EFL professionals who teach at
Helpful tips at a glance expected (individual, choral, DLIELC.
In the text below each reduced ST paired, group, etc.). Below the
page, teachers will find a four- key, teachers will find more Scope and sequence
line abbreviated key that provides detailed guidelines for exercises,
guidance for the presentation pertinent ESL/EFL teaching Teachers will find the new Scope
of the drills and exercises in the strategies, useful cooperative and Sequence charts provided
lesson. The information in the learning techniques, interesting in the preface of each book very
key always appears in the same cultural notes, and challenging helpful for lesson planning. View
the Book 18 chart on the next page.

ALC SAmpLer v
ALC Book 18: Scope & Sequence, Lessons 1 – ­5

Lesson Vocabulary Functions Grammatical Structures Skills

1 US Presidents
 Becoming
 Report
information
It + BE + adjective + (that)
 It’s possible that we’ll have
 Give and receive
messages
president a test tomorrow.  Scan a graphic organizer

 Gerald Ford Correlative conjunctions and answer questions

 The sciences  Justin’s studying both  Read a text and organize

Russian and English. using a visual map

Reported questions  Write a summary

 Bob asked if he could go.  Timed reading (1 minute) &

 Jan asked why they left.

answer 6 questions

2 Weather
 Extreme weather
 Listen to and
give warnings
Present unreal conditional
 If I had money, I would buy
 Listen to a text and
organize using a visual
 Weather forecasts a ticket to the game. map
Wish  Listen to a warning and

 I wish I had money to buy

answer questions
a ticket.  Listen and give a warning

BE used to  Scan a graphic organizer

 Mike is used to waking up

and answer questions
early for class.

3 Employment
 A new job
 Express
agreement
Negative questions
 Don’t you want to go?
 Scan a graphic organizer
and answer questions
 Company policies
and  Why didn’t Mike go?  Read in thought groups
disagreement  Use intonation patterns
 Point of view Logical impossibility
 The car can’t be out of  Read a text and organize

gas! using a visual map

Suffix -ness for adjectives  Write a summary

Suffix -ment for verbs

4 Memories and story

telling
 Talk about
past
Perfect modals
 We should have gone to
 Listen to a text and
organize using a visual
 Childhood experiences the movies. map
memories Restrictive adjective clauses  Scan a graphic organizer

 Helen Keller  The car that we bought

and answer questions
was blue.  Timed reading (1 minute) &
 Americans With
Disabilities Act Verb + object + to-infinitive answer 6 questions
 Give and receive
 John advised me to speak
with the boss. messages

5 Review
Lesson 5 reviews all vocabulary and structures introduced in Lessons 1– 4.

vi american Language course

 INSTRUCTOR TEXT

Second Edition

A M P LE
S N
LESSO

Book 18

Defense Language Institute

English Language Center
1
lesson 1 oVerVieW
RESoURCES: Basic classroom
equipment and materials.

Additional material required for teaching

this lesson is located in the appendices.
Identify the following material before
beginning the lesson.
APPENDIX J LESSoN RESoURCES
B18 L1 #1 Message role-plays p. J -3
B18 L1 #2 Timed Reading p. J - 5
US Presidents
VOCABULARY: Can you name these world leaders? . . . . . . . . . . . 3 PREPARATIoN: Copy and cut out the
role-play cards for 18L1 #1 before the
Who can be president in the US?. . . . . . . . . . . . . 4 lesson. The number of copies to make
depends on the number of students.
GRAMMAR: It’s unlikely that the boss will agree with us. . . . . . . 6
Make a transparency of the timed
VOCABULARY: The road to the White House . . . . . . . . . . . . . . . 8 reading for 18L1 #2.

WRITING: Sending messages by e-mail . . . . . . . . . . . . . . 13 For recommended teaching techniques,

refer to the preface of this text.
GRAMMAR: Choices with correlative conjunctions . . . . . . . . . 14

READING: Reading graphs . . . . . . . . . . . . . . . . . . . . . 17

VOCABULARY: The accidental US president . . . . . . . . . . . . . . 18

GRAMMAR: I asked him if we had any homework. . . . . . . . . . 20

DIALOG: Reporting information . . . . . . . . . . . . . . . . . 23

VOCABULARY: Science: Examining the world around us . . . . . . . 24

WRITING: Organizing a text using a visual map . . . . . . . . . 27

READING: Reading faster for better comprehension . . . . . . . 30

BOOK 18 LESSON 1 1

Objectives ✪ Use ask + a past tense noun clause ✪ Use an affirmative or negative
introduced by a question word (with THAT noun clause (that optional) as the
✪ Pronounce intelligibly and use
appropriate pronoun and/or possessive subject of a sentence for an anticipatory-
in discourse the words, phrases, and
adjective changes) to report a present it construction (it + BE + adjective),
expressions listed on the preview page.
tense information question with or using true, clear, probable, likely,
✪ Recognize and respond suitably to without a modal. possible, unlikely, doubtful to express a
vocabulary italicized on the preview conclusion.
✪ Use the correlative conjunctions
page, which will not be tested, but which
both … and and not only … but also to ✪ Listen to a short dialog (2-3
may appear on book quizzes.
indicate addition, either … or to indicate exchanges) and select the correct
✪ Inquire about and report what choice or alternative, and neither … nor inference. (Audio)
someone has said. to indicate negative choice or addition in ✪ Listen to a dialog and supply
✪ Use ask + a past tense noun clause order to conjoin nouns, pronouns, verbs, information as instructed. (Audio)
introduced by if or whether (with adjectives, adverbs, or independent
appropriate pronoun and/or possessive clauses (where applicable) in parallel
adjective changes) to report a present structures.
tense yes/no question with or without a
modal.
(continued on next page ➣➣➣)

Book 18 LeSSon 1 
VocAbulAry
oBJECTIVE: Pronounce intelligibly and Preview What’s new in Lesson 1?
use in discourse the words, phrases, and
expressions listed on the preview page.
NEW VOCABULARY
oBJECTIVE: Recognize and respond
suitably to vocabulary italicized on the Nouns science Other words
preview page, which will not be tested, academy scientist
scientist academic
but which may appear on book quizzes.
anthropology semester
semester as
appointee social science both … and
FACILITATIVE VoCABULARY appointment sociology current
citizen biology strategy either … or
Democrat campaign eligible
to double candidate Verbs ineligible
eliminate chemistry acquire motivated
to heal design appoint neither … nor
magnet economics design not only … but also
party elect
engineer political
planet
Republican engineering establish primary
salary graduate lead / led / led qualified
sickness leader motivate social
someday leadership name
universe physics qualify
vice reach
president
president
program vote
qualification

NEW GRAMMAR STRUCTURES LANGUAGE FUNCTION

Kay asked Lt Ray when the parade Inquire about what someone has said.
started.
Did Dennis ask what time the party
Jody asked if Capt Johnson was in the was?
parade. No, he asked what day the party was.

Larry wants to attend either West Point Did Jennifer ask when we have a
test?
or the Air Force Academy.
No, she asked what was on the test.
It’s likely that it will rain this
afternoon.

2 AMERICAN LANGUAGE COURSE

✪ Listen for specific information in an in length, and write a summary of its

announcement after reading a series of content.
questions, and select answers from 2-4 ✪ Write information in a chart or table
choices. (Audio) after extracting the necessary data from
✪ Read silently a text approximately a written text. (Some data may already
200 words in length within a time of be entered in the form.)
no more than 2 minutes and select the ✪ Write a message after hearing a
answers to 6 comprehension questions conversation in which information is
with 70% accuracy (4 questions asking conveyed that must be relayed to a third
for factual information and 2 for party. (Audio)
inferential or general understanding).
✪ Role-play a dialog in which a
✪ Scan a graphic organizer to answer a message must be taken, and elicit
series of questions. Select answers to the sufficient information to give a written
questions from 2-4 choices. message to a third person.
✪ Read a text on a general or semi- ✪ Outline information in a graphic
technical topic that is 50-250 words organizer after reading a text on the
topic.
 AmeriCAn LAnguAge CourSe
 Vocabulary Can you name these world leaders?

2
1
3

4
6

7 PHoToGRAPHS
8 1. Queen Elizabeth II, England (from
1952 to the time of printing)
2. Hamid Karzai, Afghanistan
(President from 2004 to the time of
printing)
3. Corazon Aquino, Philippines
(President 1986-1992)
4. Hosni Mubarak, Egypt (President
1981 to the time of printing)
5. Emperor Akihito, Japan (from 1989
to the time of printing)
6. Nelson Mandela, South Africa
Ronald Reagan Emperor Akihito Hamid Karzai (President from 1994-1999)
Nelson Mandela Queen Elizabeth II Vladimir Putin 7. Indira Ghandi, India (Prime Minister
from 1966-1977 and 1980-1984)
Corazon Aquino Hosni Mubarak Indira Ghandi
8. Ronald Reagan, United States
(President 1981-1989)
9. Vladimir Putin, Russia (President of
the Russian Federation from 1999 to
the time of printing)

BOOK 18 LESSON 1 3

Presentation and President Richard Nixon (1969- minister). Also ask how the other 2 (#1
1974). If the students know anything and #5) became leaders of their country
This lesson will provide information about any of these men, have them (by birth because they lead monarchies).
about the election process that is briefly share that information with the
followed in the US for choosing the ➌ Have students talk about civilian
class. leaders in the their countries. Ask:
nation’s president. The presentation of
new vocabulary related to this theme is ➋ Next, divide the class into pairs. 1. What title does your leader have?
divided into three segments: eligibility Have partners examine the photographs
on this page together and discuss and 2. What is his or her name?
requirements, the campaign and
elections, and Gerald Ford’s unusual rise identify these late 20th & early 21st- 3. How long will he or she serve?
to the presidency. century heads of state by writing the 4. What qualities make your leader a
number next to the name in the gray box. good head of government?
➊ To begin, turn to the first page of this (See answers and additional information
lesson. Have your students examine the in the margin above.) Ask students to note: Designations for the head of
photograph and identify the 4 former identify the leaders who were elected state vary from country to country. Some
US presidents. From the left, they are or chosen by the country’s citizens for titles are king, queen, prince, princess,
President Ronald Reagan (1981-1989), the position they held (2, 3, 4, 6, 7, emperor, empress, chancellor, prime
President Gerald Ford (1974-1977), 8, 9). Ask students if they can name minister, president, chief (e.g., among
President Jimmy Carter (1977-1981), the position held (president or prime Native Americans in the US), etc.

Book 18 LeSSon 1 
NEW VoCABULARY
to vote (v)
leader
Vocabulary Who can be president in the US?
candidate
president All US citizens who are 18 years or older have the
eligible
right to vote and select the leader of the government.
qualifications
ineligible However, not every US citizen can be a candidate for
qualified (adj) the demanding job of president. To be eligible, a
to acquire person must be a natural-born citizen, be 35 years of age
campaign
political or older, and have lived in the US for at least 14 years.
People who do not have all three of these qualifications
are ineligible to become president.
When there is a group of qualified candidates, the
CoMPREHENSIoN QUESTIoNS
voters must examine who these candidates are and what
1. How old must US citizens be to
vote? (18 years old) each candidate would do if he or she became president.
2. How old must a US citizen be to For this reason, the candidates must acquire enough
become president? (35 years old) money to start a campaign. During the
3. Can someone born in Canada campaign, the candidates talk about
become the US president? (No. That their political ideas and try to get the
person is ineligible. Candidates must
be natural-born citizens.) American people to believe that they are
4. What does any candidate need to the best person for the job. This is the
get to have a successful campaign? time for voters to listen carefully to the
(The candidate needs to acquire candidates’ ideas, make their decisions,
enough money.)
and select the person that they believe
5. What is the reason for a campaign?
will be best for the country.
(Candidates talk about their ideas
and try to make Americans believe
they’re the best person to be the
president.) EXERCISE A Use the bolded word(s) in the text to answer the questions.

1. Which word means a person who wants a job or office? candidate

2. What is another word that means to get or to own? acquire

3. What two words can we call a country’s top person? leader & president

4. What word means not qualified or not able to do something? ineligible

4 AMERICAN LANGUAGE COURSE

Presentation silently to themselves first. Next, 3. Must the candidate have lived in
review the new vocabulary with the your country for a minimum amount
The text above discusses minimum students, especially modeling words of time (residency requirement)?
qualifications required for US with problematic pronunciation such
presidential candidates as well as the as eligible, ineligible, qualification, culturAl note: Article II of the
need for sufficient resources to finance qualified, acquire, and campaign. United States Constitution lists the
the long campaign process to win the Clarify meaning from context as needed. mandatory prerequisites for those
highest political position. Then, select 2 students to read the who wish to serve as US president.
Begin by having students read the title paragraphs aloud to the class. Follow The constitution has amendments
and examine the photographs. Ask the oral reading with the comprehension (or changes) and the 15th and 21st
students to identify the past US president questions in the upper left margin. Amendments deal with voting.
in the top photo (Former President Bill If time allows, ask students about the
Clinton, 1993-2001). Also ask them to qualifications the elected leader of their EXERCISE A
identify the building (The White House country must have, e.g., Books open
in Washington, DC), which is generally Wrtten cue
synonymous with the position of US 1. Must the candidate have been born
Wrtten response
president. in your country (be natural born)?
Indvdual
Instruct students to read the paragraphs 2. Is there a minimum age?

 AmeriCAn LAnguAge CourSe

 NEW VoCABULARY
EXERCISE B Match the question with the best answer.
to qualify (Exercise C, #6)

c 1. What qualifications do you have a. No, I’m only 17. I’m ineligible
to have for the job? because I’m not old enough. note: This new objective term appears
for the first time. It is not bolded
d b. I’m eligible to retire in two because it is in an exercise. Students
2. What do the police do to fight
years. are expected to apply the reading
drugs? strategies of working with word families
c. You must have a college degree
and three years of experience. to determine meaning. Ensure students
a 3. Are you going to vote this year? learn this objective term as it may appear
d. They have a campaign in which on the book quiz.
f 4. How often is a new leader chosen? officers go into schools to explain
the dangers of drug use.
b 5. When will you leave the military? e. Yes, he’s very qualified for the
e 6. Do you think Bob will get job.
the promotion? f. We vote for one every four years.

EXERCISE C Complete the sentences with words from the box.

campaigns leader
eligible political candidates
ineligible qualify

1. There are six candidates for the position. Our boss should make
the final selection for the job sometime next week.

2. Because of John’s 30 years of service, he’s eligible for

retirement.

3. In 1968, Pierre Trudeau became Canada’s leader .

4. Gerald’s political beliefs are very different from mine.

5. Martha’s ineligible for the job because she doesn’t have enough
work experience.

6. I will qualify for my pilot’s license after I finish my final

flight tomorrow.

7. Every four years, there are presidential campaigns in the US.

BOOK 18 LESSON 1 5

EXERCISE B EXERCISE C
Books open Books open
Wrtten cue Wrtten cue
Wrtten response Wrtten response
Indvdual Indvdual
note: In #2d, campaign has a Students can check answers with a
somewhat different meaning. Broadly, partner after completing the exercise
a campaign is a set of planned activities individually.
that are undertaken to reach a certain
social, commercial, or political goal.

Book 18 LeSSon 1 
grAmmAr
oBJECTIVE: Use an affirmative or Grammar It’s unlikely that the boss will agree with us.
negative THAT noun clause (that
optional) as the subject of a sentence for
an anticipatory-it construction (it + BE + Spokesman Phillips,
adjective), using true, clear, probable, it’s clear that the workers of Extonics
likely, possible, unlikely, doubtful to Electronics will demand an increase in
express a conclusion. salary at tonight’s meeting. What will
be the company’s response? Workers’
Rights
Meeting
tonight 7:00

CoMPREHENSIoN QUESTIoNS
Because of
1. Who are the people in the group in rising production costs,
front of the wall? (They’re workers.) it’s unlikely that E.E.’s E.E.
2. Who is the man behind the management will agree to
microphone? (He’s Spokesman any increases. ✧
Phillips, a spokesman for the
electronics company.)
3. Where are they? (They’re at a
worker’s meeting.)
100% true / clear a conclusion
4. Why are the workers unhappy?
likely / probable
+
(They want an increase in salary.) that is made
It’s (that)
5. Will Extonics Electronics give the possible from an
workers more money? (It’s unlikely.) observation
25% unlikely / doubtful
6. Why are any increases unlikely?
(Because of the rising production ❖ These 6 are the adjectives most commonly used to introduce conclusions.
costs)
EXERCISE A Write the adjectives that show your own conclusions.

1. It’s the moon is not a place where we can live.

2. It’s too many cars make the air in big cities dangerous.

3. It’s the whole planet will become much warmer soon.

4. It’s people’s activities cause weather problems.

5. It’s we’ll catch or kill all the fish in the oceans someday.

6. It’s we are the only people in the universe.

7. It’s we can eliminate all sickness someday.

8. It’s all nations can work together to solve world problems.

6 AMERICAN LANGUAGE COURSE

Presentation ➌ Repeat steps 1 and 2 for the EXERCISE A

remaining questions in the margin. Books open
In this lesson, it in the subject position
refers to a that-noun clause that states a ➍ Go over the paradigm. Point out Wrtten cue
conclusion made from an observation. that the adjectives are listed in order of Wrtten response
It in the subject position of a sentence probability, from 100% probability at Indvdual, then groups
occurred in Book 10 (for temperature, the top to 25% at the bottom. Use the Have students complete the exercise
weather, time, and distance) and in paradigm to identify the different parts individually. Ask them where that could
Book 16 to refer to a to-infinitive of the example sentences in the speech go in the sentences. Then put them in
phrase, as in It’s nice to meet you. bubbles. groups of 3 to compare answers. Ask
➊ Put students in pairs and have them Explain that the conclusion which occurs students to give reasons to support the
read the dialog at the top of the page. after that (whether the word that is answers they chose.
If necessary, explain the meaning of included or not) must be a noun clause, note: The statements in this exercise
spokesman. i.e., it must contain both a subject and a can be used to initiate in-depth
verb. discussions on a variety of topics.
➋ Ask the first question in the margin
above. Tell students to discuss the
answer with their partner. Call on
students to answer the questions.

 AmeriCAn LAnguAge CourSe

 EXERCISE B Complete the sentences with your own conclusions. EXERCISE B
SAMPLE CoNCLUSIoNS
1. It’s clear (that) vacationers prefer the
2
Coach beach to the mountains.
Who?
Summer Vacations So far
th
high s is season our
2. It’s doubtful (that) the Flyers will win
1 ch local the next game.
Location Number of Vacationers the Fig ool football
hting team, 3. It’s probable (that) I’ll be the next golf
played Flyers,
8 gam has champion.
they wo es, of
n wh
has ha only one. The ich 4. It’s possible that they became very
d the team upset with him.
Walter same
Gibbon coach,
and in s, for 6 5. It’s likely that an animal is throwing
th ye
led the ose 6 years, h ars the garbage around as it looks for
Flyers e has
That’s to
an awfu only 7 wins. food.
CONCLUSION: It’s clear that … it’s dou l recor
btful th d! So
at …

I have a lot of
tournaments this
3
year, so it’s
probable that I …

4
Mr. Halston’s new
secretary just quit. 5
s
School New
That’s the third new
secretary of his to quit
in a month.
cipal,
our prin nd
th e p a st week, rriving earlier a
For b e en a tr y in g
t, has She’s
Ms. Wes e s c h o ol. Why? sponsible
t th re
earlier a e person who is play-
to catch
th a ll over the
in g g a r b a g e
y n ig h t. She
er
for throw d sports field ev atch the
n w
ground a ing the police to eter Evans
o w a s k lm a n P
is n Patro at …
t night. ays, “It’s likely th
school a d . H e s
rie
Well, he’s terribly rude. isn’t wor
It’s possible that …

BOOK 18 LESSON 1 7

EXERCISE B Additional activity

Books open Have pairs try using different adjectives
Wrtten and vsual cue and draw new conclusions based on the
Oral response adjectives’ meaning.
Pars
In this exercise, students will draw
conclusions after looking at different
kinds of information.
After the pairs have discussed
the information and drawn their
conclusions, ask volunteers to share
their conclusions with the class. Require
them to give reasons to support the
conclusions they made.

Book 18 LeSSon 1 
NEW VoCABULARY
strategy
to elect
Vocabulary The road to the White House
to design
to reach (to accomplish) The road to becoming president of the United States is not an candidates from the different
primary easy one. The candidates must have good strategies for their cam- political parties. Its purpose
either ... or paigns and for the country if they want to be elected president. There is to elect the next US presi-
to lead are several major steps that each candidate must complete. dent. Even though there may
leadership be candidates from several
establish political parties, the new pres-
to reach (to arrive at) ON THE ROAD: Presidential on who they think will be the
campaigns usually start one best person for their politi- ident usually comes from one
to appoint
appointee year before the national elec- cal party, a special gathering, of two parties. Since 1853,
to motivate tion because there are often a called a convention, is orga- all US presidents have been
lot of candidates. During this nized. At the convention, the either Democrats or Repub-
first step, each candidate must winner of the primary elec- licans.
show the American people The winner of the election
what makes him or her dif- doesn’t start the job right
ferent from the others and away. It isn’t until January
why his or her ideas are the 20th of the next year that
CoMPREHENSIoN QUESTIoNS the new president begins to
best ones for the country.
1. In order to collect a lot of money, lead the country. Under his
The candidates also have to
what do candidates have to do? leadership, the government
(They have to design a plan.) design a plan to reach the
goal of collecting millions will establish the political
2. To which two political parties have of dollars for their cam- direction of the country for
most US presidents belonged? the next four years.
paigns. Traveling to all the
(They’ve been either Democrats or When the president
Republicans.) states and advertising can
cost millions of dollars, so finally reaches the White
3. What happens on the 20th of House, his hardest work
collecting money is a pri-
January after an election year? begins. He has to appoint
mary goal in the beginning.
(The new president begins to lead people to positions in his
the country.) tion is officially nominated, or
HALFWAY THERE: Primary government. These appoin-
named, the party’s candidate
4. What does the president do when he elections in the individual US tees will usually be people
for president. These official
reaches the White House? states are the second step in from his own political party.
nominees then continue to
(He appoints people to positions in the race for president. Each They will help him accom-
his new government.) campaign and prepare for
political party’s members the general election, which is plish the goals he described
vote in the primary elections. held in early November. during his campaign. The
The purpose is to reduce the president must motivate his
number of candidates a party END OF THE ROAD: The final senior staff to help him reach
has and decide which one step is the general election these goals and keep the sup-
will be the party’s official which is held only once every port of the US public. ■
candidate for president. After four years. The general elec-
the people in the states vote tion includes each of the

8 AMERICAN LANGUAGE COURSE

Presentation President Bill Clinton in front of the group, and select a speaker to present
Capitol Building in Washington, DC, the content. Give students 5 minutes to
This section focuses on the presidential on Jan 20, 1993 while he was being prepare. Clarify vocabulary as needed.
election process. It can take more than sworn in as the 42nd US president.) Then, have them give their presentation
a year before the eventual winner takes to the class. Follow their presentations
office. Candidates have to spend time, ➋ Have your students prepare the
reading as a jigsaw activity. Divide the with the questions in the margin above
money, and energy campaigning. The and Exercise A on the following page.
process of running for US president class into 3 groups. Point out that the
is often called a long road or difficult text has 3 parts (On the Road; Halfway
campaign trail as in the text above. There; End of the Road). State that each Additional activity
group will prepare a section and present Have students talk about their country’s
➊ Have students open their books, read it to the class. election campaigns. Use a chart as
the title and examine the photograph.
To prepare the class for the task, briefly shown below to record student responses
Read the introduction to them; then,
summarize the content of each section on the board:
ask them to guess the relationship
between the title and the photograph. as a preview and to orient the students to Country Campaign Cost Political
(The building represents the end of the content. Then, assign the sections. length parties
a successful presidential campaign. Next, have members of each group read
It shows the inauguration of Former US +1 year $$$$ often
silently to themselves, discuss with their just 2
 AmeriCAn LAnguAge CourSe
 EXERCISE A
EXERCISE A With a partner, discuss these sentences.
1. On the road – design a plan, travel
1. There are three steps on the road to becoming president. Name two things that to all the states, & collect money
happen in each of the steps. Halfway there – people in each state
vote, have a convention, nominate
2. Why is collecting money a primary goal in the first step? official candidate
End of the road – vote in the general
3. What is the purpose of the primary elections? election, establish the country’s
4. What is the purpose of the general election? political direction, appoint people
to government positions, motivate
5. What happens on the 20th of January after an election year? senior staff
6. Why is it important that the new president motivate his senior staff ? 2. Traveling to all the states and
advertising costs millions of dollars.
3. Reduce the number of candidates
EXERCISE B Select the best answer.
4. Elect the new president or re-elect
the current president for a second
1. At halftime the team was behind by 20 points, so the coach talked to all the term
players and them to play their best.
5. The new president begins to lead the
a. motivated country.
b. reached 6. Because they must help him reach
c. elected the goals he described during his
campaign.
2. Follow the tour leader. He will you through the museum.
a. appoint
b. design
c. lead

3. Sara needs to a fitness routine so she can lose weight.

a. vote
b. establish
c. qualify

4. Bob is a good worker, but he doesn’t have any of the qualities that are
necessary to be the boss.
a. leadership
b. candidate
c. campaign

5. The company its goal by finishing the job on time.

a. led
b. reached
c. designed
(continued on next page)

BOOK 18 LESSON 1 9

EXERCISE A EXERCISE B
Books open Books open
Wrtten cue Wrtten cue
Oral response Wrtten response
Pars Indvdual
Circulate and monitor the pairs’
discussions. Facilitate as needed. Select
pairs to share their answers with the
class.

Book 18 LeSSon 1 
 6. The coach used a good to win the basketball game.
a. strategy
b. leadership
c. qualification

7. At the next town meeting, the people will a new chief of police.
a. elect
b. design
c. lead

8 It is necessary to complete all of the steps in the application process to become

to the US Air Force Academy.
a. a leadership
b an appointee
c. a qualification

9. Sally her own wedding dress because she couldn’t find one she liked in
the stores.
a. led
b. qualified
c. designed

EXERCISE C Write the definitions of the words in bold.

Write the meaning in your own words. Answers may vary.

1. a. They wanted to design a machine that was attractive and useful.

b. John got a pen and paper, and he designed the house he’s always wanted.
to design: to make plans
2. a. Not studying was the primary reason Joshua didn’t pass the test.
b. Brenda’s primary job was typing letters, but she also took notes at meetings.
primary: first / number one / most important
3. a. The group of students appointed Brian the leader.
b. The president appoints the people who’ll work with him while he’s in office.
to appoint: to select or choose for a job
4. a. Brad reached the airport on time for his flight.
b. We didn’t reach the gas station before we ran out of gas.
to reach: to arrive (at)

10 AMERICAN LANGUAGE COURSE

EXERCISE C
Books open
Wrtten cue
Wrtten response
Indvdual
Have students compare their answers
with a partner when they finish.

0 AmeriCAn LAnguAge CourSe

 EXERCISE D Write the word from the gray box that goes with each phrase.
Number 1 is an example.

strategy acquire reach

lead establish name

➊ strategy ➋ reach ➌ establish

an exit a decision himself

a good our goals a school

a winning someone by phone the rules

➍ lead ➎ name ➏ acquire

by example the baby a taste

a conversation the winner a skill

a group of people the new president some money

EXERCISE E Complete the sentences with the phrases from Exercise D.

Use only the first phrase from each box in the sentences below. Number 1 is an example.

1. General Howard developed an exit strategy before he sent the

soldiers overseas.

2. Sally must reach a decision about accepting the job by tomorrow.

3. A good officer should lead by example .

4. John decided to name the baby after his father.

5. Robert’s begun to establish himself as a news reporter.

6. Michael has started to acquire a taste for German beer since

he moved to Berlin.

BOOK 18 LESSON 1 11

EXERCISE D EXERCISE E note: Some of the collocations are

Books open Books open
idiomatic expressions.
Wrtten cue Wrtten cue • acquire a taste – to develop a liking or
Wrtten response Wrtten response to learn to like, especially in reference
Pars Pars to food and drink
Be sure to tell students that only the • establish oneself – to make people
first phrase of each item in Exercise D accept that you can do something
is used. or to become known, often used in
reference to a job or business

Book 18 LeSSon 1 
Writing sKill
EXERCISE F Complete the bar graph with information from the text.
oBJECTIVE: Write information in a chart
or table after extracting the necessary
data from a written text. (Some data may PRESIDENTIAL SALARY TIME LINE
already be entered in the form.)
$1,900,000

Salary in current dollars

$1,600,000
NEW VoCABULARY $1,300,000
current $1,000,000
$700,000
$400,000
$100,000
$25,000 $50,000 $75,000 3 $200,000 $400,000
Washington 1 Roosevelt Truman 4 5

1789 1873 2 1949 1969 6

Salary while president

1. Grant 4. Nixon

2. 1901 5. Bush

3. $100,000 6. 2001
The money that a person is paid for Since 1789, the government has
doing a job is called a salary. Some increased the president’s salary only five
business owners and famous actors in times. In 1873 it was doubled for
the US have yearly salaries of more President Ulysses S. Grant. It stayed at
than one million dollars; compared to $50,000 for 28 years. Then it was
these high salaries, the president of the changed to $75,000 when Theodore
US makes very little. Roosevelt became the 25th president of
The president’s salary depends on the US in 1901. The third increase was
the current cost of living in the US in 1949 when the government raised the
during the time that he’s president. presidential salary by $25,000 for
Every year the prices of things people President Harry Truman.
need increase, and most salaries also When the 37th president, Richard
adjust with the prices. Nixon, entered office, the presidential
George Washington was the first US salary was doubled to $200,000. The last
president. His salary was set at $25,000 increase was in 2001 when George W.
in 1789. This was a very high salary for Bush became president. He was paid
that time. If Washington’s salary is $400,000 annually as president from
compared to and adjusted for the cost of 2001-2008.
living now, it equals about $550,000.

12 AMERICAN LANGUAGE COURSE

EXERCISE F Scanning is a reading strategy which information they will be looking for in
Books open
requires readers to move their eyes the text to complete the graph (dollar
Wrtten cue
very quickly across a text to look for amounts, names, and years). Ensure that
Wrtten response
specific information. When scanning, students understand they should not read
Indvdual
readers don’t read every word or stop every word in the text when scanning it.
reading when they see a word they don’t ➍ Have students scan the text to
This scanning activity is intended to understand.
help improve students’ reading fluency. complete the missing information in
Scanning activities have appeared in ➋ Ask students what types of texts the chart. You may want to make this a
previous ALC books, most recently in people usually scan. Some examples are: timed reading. It should take only a few
Book 16. The focus of this scanning a table of contents minutes.
exercise is to complete missing a train schedule
information in the bar graph. a telephone book Additional Activity
➊ Ask students what is meant by dictionary pages Have the students read the paragraph for
scanning. Remind students that scanning an index comprehension. Then let them discuss
is a necessary skill when looking for key classified ads the topic as a class or in small groups.
information quickly. ➌ Ask students to examine the
bar graph and tell you what type of

 AmeriCAn LAnguAge CourSe

 Writing sKill
Writing Sending messages by e-mail oBJECTIVE: Role-play a dialog in which
a message must be taken, and elicit
sufficient information to give a written
With a partner, role-play two dialogs. Take turns being the note taker. Below is an example.
message to a third person.

Commandant Secretary
Ask your secretary to send an The Commandant will ask you to Text Location Item Number
A e-mail to Mr. Martins, the new send an e-mail. Ask questions to B
teacher, to welcome him. Tell him find out the information you Appendix J 18L1 #1 p. J-3
to report at 0645 on Monday to need to put in the e-mail. Message role-plays
Room G120.
PREPARATIoN: Before class, copy and
cut out enough role-play cards from
Appendix J so each pair of students can
complete 2 role-plays.
Notes

Who: Mr. Martins

What: Meet with Commandant
Where: Room G120
When: Monday at 0645
Why: Welcome

Use your notes to write an e-mail.

To: Mr. Martins

Subject: Welcome

Sir,
The Commandant welcomes you to our school. He expects to see
you in Room G120 on Monday at 0645 for your first day of work.

BOOK 18 LESSON 1 13

Presentation notes section on the board and ask the ➎ Once all students have played Role
class questions to fill in the information. B (the note taker), tell them to use only
This activity previously occurred in
➌ Divide the class into pairs and assign their notes on the note pad to write an
Book 17.
each student a role, A or B. Pass out e-mail. Tell students to focus on the
In this activity students will receive the role-play cards and explain that facts in the message and not worry about
information, take notes, and pass that Student B needs to ask questions to get grammar when writing. Circulate and
information on in the form of an e-mail. information and take notes on the note assist as needed.
➊ Tell students that they are going to pad. Student A should not read the role- ➏ Have partners exchange e-mails and
write an e-mail, but before they write, play card directly to his partner; instead, check to see if the information in it is
they need to obtain information to he should lead the conversation and not correct. Ask student volunteers to read
include in it. They will do this through 2 just wait for questions from his partner. their e-mails to the class.
role-plays with their partners. ➍ Hand out a second set of role-play
➋ Model a role-play by using the cards. Tell students to repeat the activity,
example role-play card at the top of the switching roles. This time Student A
page. Take the role of Student B and will take the role of Student B and vice
have the class take the role of Student A. versa.
Copy the information questions from the

Book 18 LeSSon 1 
grAmmAr
oBJECTIVE: Use the correlative Grammar Choices with correlative conjunctions
conjunctions both … and and not only
… but also to indicate addition, either …
or to indicate choice or alternative, and
neither … nor to indicate negative choice Mrs. Hill: Let’s talk about our vacation plans, Mike.
or addition in order to conjoin nouns, I’d like to go to Italy or India if possible.
pronouns, verbs, adjectives, adverbs, or
Mr. Hill: That sounds like a great idea. Why don’t we
independent clauses (where applicable)
go to both Italy and India?
in parallel structures.
Mrs. Hill: Really? I’d love to see not only the Roman
Coliseum but also the Taj Mahal.

Game Show Host: Congratulations! You’ve just won a free trip to

DIALoG 1 QUESTIoNS either Italy or India. Which one will you choose?
1. Where will the Hills go on vacation? Winner: Well, I’ve already been to Rome, so I’ll pick India
(They’ll go to both Italy and India.) because I want to see the Taj Mahal.
2. What does Mrs. Hill want to see?
(She wants to see not only the
Roman Coliseum but also the Taj
Mahal.) Ben: It’ll soon be time for my vacation. I want to visit Italy to see the
Coliseum or India to see the Taj Mahal, but I’m completely broke.
Julia: Hmm, too bad. I guess neither Italy nor India is in your future.
DIALoG 2 QUESTIoNS Ben: I guess not. I’ll just have to stay home this year.
1. What did Steve win?
(He won a free trip.)
2. What are his choices? Italy correlative conjunctions India
(He can go to either Italy or India.)
3. Where does he choose to go? both … and …
(He’ll go to India.) (ADD 2 THINGS TOGETHER)

not only … but also …

(ADD 2 THINGS TOGETHER)
DIALoG 3 QUESTIoNS
1. What does Ben want to do? either … or
(He wants to visit Italy or India.) (ONLY ONE CAN BE CHOSEN)

2. Will Ben go to Italy?

(No.) neither … nor
3. Will he go to India? (NO CHOICES ARE AVAILABLE)
(No.)
4. Why not? ❖ These conjunctions are used to combine ideas that are related.
(He’s broke.)
14 AMERICAN LANGUAGE COURSE

Presentation ➌ Ask students if they know other ➎ Go over the paradigm. Explain that
ways to join the sentences. Elicit both words joined by the conjunctions must
This presentation introduces correlative
and write it at the head of the sentence: be the same part of speech, e.g., nouns,
conjunctions. These conjunctions
Both Karl and Sam want to visit New verbs, adjectives, etc. Direct students to
emphasize the coordinated status of the
York. Ask if both changes the meaning return to the 3 dialogs and underline the
items joined.
(no). Explain that the use of both … and correlative conjunctions.
➊ With books closed, elicit and emphasizes the idea of addition and is ➏ Have the class go back to the
list on the board places the students stronger than using just and. sentence in Step 2 and transform it by
would like to visit. Choose a place
➍ Open books and pick 2 students to using not only/but also, either/or and
that multiple students want to visit and
read the first dialog. Ask the questions neither/nor. Stress the way either/or and
write 2 sentences on the board, e.g.,
in the margin above to check for neither/nor change the meaning of the
Karl wants to visit New York. comprehension based on the target sentence.
Sam wants to visit New York. structure. Repeat this process for the
➋ Ask the class to join the 2 sentences second and third dialogs. Use the
using the conjunction and. Write the pictures in the chart to reinforce the
new sentence on the board: meaning of each conjunction.
Karl and Sam want to visit New York.

 AmeriCAn LAnguAge CourSe

 EXERCISE A Use the chart to help you fill in the blanks. EXERCISE A
1. tall – strong (adjectives)
1. Lee is both tall and strong for his age. 2. written – spoken (past participle
verbs)
2. Bill has neither written nor spoken to his mother in a year.
3. Meagan – Rita (proper nouns)
3. Not only Meagan but also Rita got sick from eating bad seafood. 4. study – receive (imperative verbs)
5. hot – humid (adjectives)
4. Either study for the test or receive a low score.
6. ran – swam (simple past verbs)
5. The weather in San Antonio is not only really hot but also terribly humid. 7. quickly – neatly (adverbs)
8. sofa – TV (nouns)
6. We both ran and swam every day for months.

7. Erin has written the report neither quickly nor neatly.

8. We can afford to buy either a sofa or a TV, but not both.

EXERCISE B Complete the sentences with words from the box. EXERCISE B
The answer must match the part of speech of the word in italics. PARTS oF SPEECH
1. adjective
generous my sister cautiously go fishing 2. noun
basketball Australia boring watches 3. noun
4. adverb
boring 5. verb
1. Long airplane flights can be either interesting or .
6. proper noun
2. Ron plays both basketball and football. 7. verb
8. adjective
3. Neither my sister nor my brother remembered my birthday.

4. Bill drives not only slowly but also cautiously .

5. Mark neither watches the news on TV nor reads the paper.

6. I’ve been to both Africa and Australia several times.

7. I like to either spend time with my family or go fishing with friends.

8. My friend Karen is not only intelligent but also generous .

BOOK 18 LESSON 1 15

EXERCISE A EXERCISE B
Books open Books open
Wrtten cue Wrtten cue
Wrtten response Wrtten response
Indvdual Indvdual
When the students have finished, Elicit the parts of speech of the words
remind them that the words joined in italics before letting students begin.
by the conjunctions are the same (Answers are in the upper margin.)
part of speech. Have them underline
these parallel structures in each
sentence and name the part of speech.
(Answers are in the upper margin.)

Book 18 LeSSon 1 
 subject 1 subject 2 verb

Not only but also

Mike is
John tired.
Either or
his friends are
Neither nor

❖ When these conjunctions join 2 subjects, the verb must match the subject
nearest to it (subject 2 in the chart above).

Both John and Mike are tired.

❖ Both … and … are always followed by a plural verb.

EXERCISE C Circle the verbs that match the nearest subject.

1. Not only the students but also the teacher is/are going to the theater.

2. Neither Pvt. Smith nor Pvt. Wheeler was/were late today.

3. Either a cake or flowers makes/make a nice gift.

4. Neither rainy nor windy weather is/are common in the summer.

5. Both Sam and Jim is/are playing in tonight’s soccer game.

EXERCISE D Combine the sentences using the words in parentheses.

Number 1 is an example.

1. The driver was injured. The passenger was injured. (Both … and)
Both the driver and the passenger were injured.

2. Potato chips aren’t healthy. Soda isn’t healthy. (Neither … nor)

Neither potato chips nor soda is healthy.

3. My neighbor helps me every day. The Trents help me every day. (Either … or)
Either my neighbor or the Trents help me every day.

4. Wheat is grown in Kansas. Corn is grown in Kansas. (Not only … but also)
Not only wheat but also corn is grown in Kansas.

16 AMERICAN LANGUAGE COURSE

Presentation continued EXERCISE C EXERCISE D

These paradigms show how the verb of Books open Books open
parallel subjects joined by correlative Wrtten cue Wrtten cue
conjunctions is conjugated. Wrtten response Wrtten response
Indvdual Indvdual
In the first paradigm with 3 of the
correlative conjunctions, the second When finished, volunteers can write
subject (subject 2, the one nearest the their sentences on the board. Direct
verb) determines if the verb is singular other students to come up and circle the
or plural. Whether the first subject correlative conjunctions, underline the
(subject 1) is singular or plural does not parallel parts of speech, and check for
affect the verb. subject–verb agreement.
The second paradigm shows that note: Only sentences with parallel
parallel subjects which are joined by subjects are practiced in this exercise in
both … and always require a plural verb. order to focus on just one of the many
grammatical aspects of correlative
conjunctions.

 AmeriCAn LAnguAge CourSe

 reADing sKill
Reading Reading graphs oBJECTIVE: Scan a graphic organizer
to answer a series of questions. Select
answers to the questions from 2-4
Carefully study the bar graph. Then answer the questions.
choices.
In 2006, how many hours did men and women work in the US?*

86%
77%
67%

CoMPREHENSIoN QUESTIoNS
23% 1. What is the title of the bar graph? (In
16% 2006, how many hours did men and
10% 10% women work in the US?)
7% 2. What are the 3 groups of people
4%
represented in the chart? (men,
women, and all workers)
Men Women All Workers
3. Why are there three different colors?
*Number of hours (They show the number of hours
worked per week 35 – 44 45 – 54 55 – 99 worked per week.)
Adapted from the US Dept of Labor, Bureau of Labor Statistics 4. What color is used for each
group of hours worked per
week? (black – 35-44 hours;
1. What percentage of women worked 4. In the US, a normal work week is
dark gray – 45-54 hours;
45-54 hours per week? around 40 hours. What percentage
light gray – 55-99 hours)
of men and women work a normal
a. 3% work week?
b. 10%
c. 86% a. 16%
b. 85%
2. In which category did women work c. 77%
more than men?
5. Who worked more hours in a week?
a. 35-44 hours
b. 45-54 hours a. men
c. 55-99 hours b. women

3. What percentage of men and BONUS QUESTION

women worked 55-99 hours per
week? 6. Where does this information come
from and what year is it about?
a. 4%
b. 7% US Dept. of Labor, 2006
c. 10%

BOOK 18 LESSON 1 17

Presentation ➋ Have students answers the questions • Why do you think men in the US work
individually. Let them check their longer hours than women?
Graphs, charts, maps, and other kinds
answers with a partner before checking • Do you think that the amount of hours
of graphic organizers appear throughout
as a class. men and women work is different in
this book. The ability to understand
non-prose information (information your country?
which is not text-intensive) will help Additional activity
students improve their comprehension of Lead a discussion about the information
technical and semi-technical materials. in the graph and compare it to labor
Refer to the preface for additional practices in students’ countries.
information on different kinds of graphic Encourage students to make comments,
organizers. give opinions and ask questions. The
In this activity, students will scan a bar following questions can be used as
graph and answer questions. prompts:

➊ Tell students to look at the graph • How many hours do you work per
and the title. Ask them the general week?
comprehension questions in the right • How many hours does your husband
margin. or wife work?

Book 18 LeSSon 1 
NEW VoCABULARY
not only ... but also
to name (to appoint or select)
Vocabulary The accidental US president
neither ... nor
appointment Most US presidents come to office through public elections, but
both ... and
Gerald Ford took a very different road when he became the 37th
to name (to give a name to)
as president of the US. Ford was not only vice president but also
to reach (to get a message to) president without ever being elected by the people of the US.

In 1973, President Richard Nixon named Ford to replace Vice

President Agnew because Agnew was having problems with the
law and had to leave office. Neither Ford nor the American
people were aware that an even bigger change was about to
CoMPREHENSIoN QUESTIoNS
happen. Ford’s appointment to president occurred less than a year
1. Did Ford know that an even bigger later when President Nixon also had to leave office. It was a very
change was going to happen after
difficult time for the country because the nation had lost both an
he became vice president? (No.
Neither Ford nor the American elected president and an elected vice president in a period of only
people were aware.) one year. Some newspapers named Ford the “Accidental President” because he got the job
2. What happened after President without being elected.
Nixon had to leave office? (Ford’s In his first speech as president on August 9, 1974, Ford famously said, “This is an hour of
appointment to President)
history that troubles our minds and hurts our hearts.” He worked hard to reach all Americans and
3. After becoming President, what did help them understand the changes in the government. He served as president until 1977 when he
Ford work hard to do? (He worked
hard to reach all Americans and help lost the next presidential election to Jimmy Carter. President Carter began his first presidential
them understand the changes in the speech to the nation by saying: “For myself and for our nation, I want to thank [Ford] for all he
government.) has done to heal our land.”
4. Who was president after Ford?
(President Jimmy Carter) EXERCISE A Answer the following questions in complete sentences.

1. Why was Gerald Ford one of the most unusual US presidents?

He was not only president but also vice president without ever being elected.
2. Who chose Ford for the office of the vice president?

President Richard Nixon named Ford to replace Vice President Agnew.

3. What did some newspapers call President Ford?

Some newspapers named Ford the “Accidental President.”

4. Who did the country lose in the period of only a year?

The nation lost both its president and its vice president in this period.

18 AMERICAN LANGUAGE COURSE

Presentation ➌ Allow the students to read the text EXERCISE A

silently.
This is the fourth and last section on the Books open
theme of the US presidency. ➍ Ask the comprehension questions in Wrtten cue
the left margin. Wrtten response
➊ With books closed, encourage
partners to think of and talk about an ➎ Review each vocabulary term for Indvdual
unusual civilian or military leader of meaning in context and pronunciation.
the past. Students should discuss what Give or elicit other examples of the
qualities made the leader unusual and/or terms by relating them to the students’
what was unusual about the way the own lives.
leader reached his or her high position. note: Even though both ... and,
After talking, pairs can share their ideas not only ... but also, and neither ... nor
with the rest of the class. are practiced in the previous grammar
➋ Have students open their books. presentation, they’re bolded here
Draw attention to the title and because it’s the first time that they
introduction at the top of the page. Ask appear within context in the vocabulary
for a few predictions of how Gerald Ford presentations.
became the US President.

 AmeriCAn LAnguAge CourSe

 NEW VoCABULARY
EXERCISE B Write the underlined words in the correct category below.
motivated (adj) (#3)
1. Andrew and Teresa design internet pages for their company.
note: This new objective term appears
2. Mary is eligible to work as a nurse; she has all the necessary qualifications for for the first time. It is not bolded
the job. because it is in an exercise. Students
are expected to apply the reading
3. Robert primarily works half days at his current job. He’s motivated to find strategies of working with word families
another one because he wants to earn more money. Money motivates many to determine meaning. Ensure students
people. learn this objective term as it may appear
on the book quiz.
4. There is only one candidate. If he is qualified, the president will appoint him.

5. Since TSgt Johnson speaks Chinese and Arabic, she qualifies for extra money.
The military has a great need for speakers of these languages, so it rewards
people who speak them.

6. The president will announce the appointment of his Secretary of Defense today.

7. Stephen is currently writing his first book. He expects to be done next year.

NOUN VERB ADJECTIVE ADVERB

qualifications design eligible primarily

candidate appoint qualified currently
appointment motivates current
qualifies motivated

BOOK 18 LESSON 1 19

EXERCISE B note: The determination of part of

Books open
speech is practiced again in later lessons.
Wrtten cue
This exercise is intended to serve as a
Wrtten response
build-up to those later and more difficult
Pars
exercises in which students will be
required to write the transformations of
Encourage pairs to explain to each the various parts of speech. If needed,
other why a given underlined word is a review the function of each part of
particular part of speech. speech in the chart.
Point out the word families: i.e., • noun – person, place, or thing/idea
qualifications – qualifies – qualified, etc.
• verb – shows a condition or action
• adjective – describes a noun
• adverb – describes a verb, adjective,
or another adverb

Book 18 LeSSon 1 
grAmmAr
oBJECTIVE: Use ask + a past tense Grammar I asked him if we had any homework.
noun clause introduced by if or whether
(with appropriate pronoun and/or
possessive adjective changes) to report
a present tense yes/no question with or
without a modal. Do we have any I’ll answer
ns
homework? Wha
t all your questio
will we st ud y at the end
oBJECTIVE: Use ask + a past tense of class.
noun clause introduced by a question tomorrow?
word (with appropriate pronoun and/or
possessive adjective changes) to report I asked him if we
a present tense information question with What did had any homework.
or without a modal. you ask the I also asked him what
teacher? we would study
tomorrow.

Dan Mr. Smith

Direct

Sue Dan
Reported

Direct Yes/No Question

Do we have any homework?

Reported Question
if
I asked (him) we had any homework.
whether

Direct Information Question

What will we study tomorrow?

Reported Question

I asked (him) what we would study tomorrow.

❖ Remember to change verbs and pronouns in reported speech.

20 AMERICAN LANGUAGE COURSE

Presentation ➌ Ask the students to examine the ➏ Elicit an information question.

Reported speech is covered in ALC yes/no paradigm in the book and use Repeat steps 3 through 5.
Books 9-14. Present tense reported it—individually or in small groups—to
questions are introduced here. figure out how to change the first direct
yes/no question to a reported question. note: Native speakers commonly do
➊ With books open, select 2 students Write their final wording on the board. not backshift the verb when reporting
to stand up and read Dan and Mr. Smith. Elicit peer correction if necessary. general truths or information that
Point out the time on the clock (0745). is still true at the time of reporting.
Then ask “Mr. Smith” to sit down. ➍ Review the yes/no paradigm. For example, if someone says, It’s a
Ask a 3rd student stand up to read Sue’s Emphasize the changes in tense beautiful day, that statement can be
role. Ask what time the clock shows and word order, as well as the reported as:
(0800). Point out that Sue did not hear addition of if or whether.
He said it is a beautiful day.
the original exchange, so she needed ➎ Pair up students to help each He said it was a beautiful day.
to have Dan report what he asked. other transform the remaining direct
Both forms are acceptable. However,
➋ Write on the board: Questions that questions. Choose students to read each
for ALC purposes, insist that students
students ask teachers. Elicit and write transformation to the class.
practice the verb transformations.
several yes/no questions that match the
title.

0 AmeriCAn LAnguAge CourSe

 EXERCISE A Put the words in the correct order to complete the sentences.

1. Mike, do you want some help? (Mike / wanted / if / some help / he)
Lance asked Mike if he wanted some help .
2. Do you need a ride? (if / me / I / a ride / needed)
Pauline asked me if I needed a ride .
3. Are the barracks clean? (us / the barracks / were / whether / clean)
SGT Green asked us whether the barracks were clean .
4. Can we smoke on the patio? (on the patio / we / Mrs. Potter / smoke / could / if )
We asked Mrs. Potter if we could smoke on the patio .
5. Which courses should I take? (courses / which / should take / he / the advisor)
William asked the advisor which courses he should take .
6. When will the cafeteria serve lunch ? (would / when / serve lunch / the cafeteria)
Stacy asked when the cafeteria would serve lunch .
7. How do the students get to school? (got / the students / how / to school)
The new teacher asked how the students got to school .
8. Who’s coming over for dinner? (was / for / who / dinner / coming over)
Kate asked who was coming over for dinner .

EXERCISE B Select the best answer.

1. Do you know Mike Smith? 4. Are you from Texas?

Bob asked me Mike Smith. Lee asked me from Texas.
a. if I knew a. am I
b. do I know b. if I was

2. Can you help me move? 5. Where does Bus 55 stop?

I asked Ann help me move. The man asked me where .
a. can she a. Bus 55 stopped
b. if she could b. does Bus 55 stop

3. When does the bank open? 6. Who will win the gold medal?
She asked when . Kris asked who the gold medal.
a. did the bank open a. would win
b. the bank opened b. won

BOOK 18 LESSON 1 21

EXERCISE A EXERCISE B
Books open Books open
Wrtten cue Wrtten cue
Wrtten response Wrtten response
Indvdual Indvdual

Book 18 LeSSon 1 
 EXERCISE C Change the questions to reported speech. Write them below.
Number 1 is an example.

Last night, at the Connors’ home

5.
1.
Does my skirt look nice?
What time does the
party start?

6.
2. Who will be at the
Can you iron my party?
shirt? Please?

7.
3. Do we have time to
Where’s the map stop at the store?
to the party?
Mike Ann
8.
4. Where’s my bag?
Which tie should I wear?

Mike asked her …

1. what time the party started.

2. if/whether she could iron his shirt.

3. where the map to the party was.

4. which tie he should wear.

Ann asked him …

5. if/whether her skirt looked nice.

6. who would be at the party.

7. if/whether they had time to stop at the store.

8. where her bag was.

22 AMERICAN LANGUAGE COURSE

EXERCISE C 2 figures is (husband and wife) and

Books open
what they are doing (getting ready to
Wrtten cue
go to a party). Ask students when this
Oral, then wrtten response
conversation took place (last night).
Pars, then ndvdual ➌ Pair up students. One student
➊ Before beginning the activity, ask in each pair reads aloud the first 4
students what people usually do when questions to the partner, who then
getting ready to go to a party, e.g., buy changes each question to reported
a gift, fix hair carefully, etc. Make a speech. Have students switch
list of students’ answers on the board. roles for questions 5 though 8.

➋ Have students review the illustration ➍ Tell students to go back and write
and the questions in the book. Elicit the answers on the lines provided.
what the relationship between the

 AmeriCAn LAnguAge CourSe

 Function
Dialog Reporting information oBJECTIVE: Inquire about and report
what someone has said.
Choose a topic. Ask your partner questions about it. Use the ideas in the boxes.

Current job Food

• Position • Favorite meal

• Duties • Cooking
• Schedule • Eating out
• Training • National food

Housing Hometown

• House / apartment • Size

• Neighborhood • Transportation
• Rooms • Sightseeing
• Security • Climate

Your best friend Entertainment

• Likes and dislikes • Favorite movies

• Personality • Music you like
• Physical • Favorite books
characteristics • Sports you play

EXERCISE Find a new partner and report the conversation you had.

I asked
I asked my my partner about
partner about his best entertainment. He said
friend. He told me his he liked action movies,
friend was in the but he didn’t like
military, too. comedies.

BOOK 18 LESSON 1 23

Presentation keep their conversations in the present note 2: As stated in the note in the
and future. The reporting of past tense previous grammar presentation, native
In this activity, students inquire about statements is introduced in Book 20. speakers do not always backshift verbs
and report what someone else has said. when reporting. However, remember
To begin, pair students and have each EXERCISE to focus on the book quiz needs and
one choose a topic to ask the other target grammar from this lesson.
about. They can choose from the Books open Guide students to make present to past
suggested topics or make up one of their Oral cue verb transformations when reporting
own. Specify that the bulleted points Oral response information.
under each topic are only suggestions Pars
and that students should expand on the Have students change partners and
topics with their own questions. (The ask and answer questions about their
2 students in the pair do not need to previous conversations in order to report
choose the same topic.) what was said. Circulate and correct
note 1: Up to this point in the ALC, common errors that interfere with
students have studied reported speech communication. Allow volunteers to
only for present and future statements report their conversations to the class.
and questions. Encourage students to

Book 18 LeSSon 1 
NEW VoCABULARY
science
academy
Vocabulary Science: Examining the world around us
academic
program
graduate (n) [gra j w t] New Possibilities Science Academy
scientist
to lead (to be ahead) New Possibilities Science Academy is helping students make
semester academic choices to create the right educational programs for
social science their professional careers. Our graduates are among the top
anthropology scientists in the US. They lead the country in both job opportuni-
economics ties and money. Start your future by taking courses this semester.
sociology
social
physics
design (n) Social Sciences Natural & Physical Sciences
engineer
engineering If you’re interested in how people
Sign up for classes in the natural or
chemistry organize their lives and behave in
physical sciences to study the basic
biology groups, sign up for classes in the
parts of life and materials.
social sciences.

Anthropology 201 Physics 100

Study how people lived hundreds of years ago, Examine the basics of heat energy, wave motion,
how they solved common problems, and how and magnets. The design of the course is primarily
they organized governments and families. for students interested in becoming engineers.
Prepares students for Engineering 201.
Economics 101
Introduction to money, pricing of items, and
Chemistry 202
buyer behaviors. Learn the basics of working in a laboratory. Study
what different materials are made of and their
characteristics.
Sociology 200
Study how people behave in groups and Biology 102
how they organize their lives. Topics include
the family, government, and other social Introduction to life in the earth’s oceans. Special
organizations. attention to the plants and animals around Hawaii.

EXERCISE A Write each course title next to its description above.

Economics 101 Anthropology 201 Physics 100

Chemistry 202 Sociology 200 Biology 102

24 AMERICAN LANGUAGE COURSE

Presentation areas. If some of the students have taken EXERCISE A

natural or physical science courses, ask Books open
➊ With books closed, tell students to them to explain what they studied in the
think about the academies and schools Wrtten cue
courses. Wrtten response
they have attended in their countries.
Ask them to choose one academy ➌ Have students open their books. Pars
or school and describe what kind of Direct their attention to the introduction After completing the exercise, answer
programs were available there. They at the top of the page. Have one student any vocabulary questions.
can also talk about particular classes read it while the rest of the class listens.
that were offered and what topics were ➍ Tell students to read through
covered in those classes. Note the the courses offered at the academy.
programs, classes, and topics students Then pair students and direct them to
named on the board. complete Exercise A.
➋ If the topic of sciences hasn’t been
mentioned yet, bring up the difference
between social sciences and natural and
physical sciences. Name one course
that would be included in each of these

 AmeriCAn LAnguAge CourSe

 EXERCISE B Match the questions with the best answer.

f 1. What do you study in your a. Yes. Engineering is a great

biology class? field to work in.
d 2. Do you enjoy your sociology b. She leads the class with the
class? highest test scores.
a 3. Do you like designing and c. We’re studying about them in
building roads and machines? my physics class.
c 4. Why do you know so much about d. I do. It’s interesting to learn
electricity, heat, and light? how people behave in groups.
e 5. How do you know so much about e. I’m in an economics class.
how money is used? f. We study all living things.
g 6. Is your chemistry class g. I think it is. I love learning
interesting? how materials change and
b 7. How is Lisa doing in her PhD combine.
program?

EXERCISE C Complete each sentence with a word from the box.

1. They improved the car’s design . It now has

more room for passengers.

2. Elephants are social animals. They don’t led

like to be alone. social
design
3. Even though John has work experience, he doesn’t have the
academic qualifications for the job. science

Academy engineer
4. Peter is attending the Air Force .
academy
5. Beth is a graduate of Harvard University.
academic
6. Martha trained as an engineer . Now she
graduate
designs roads and bridges for the state of California.
scientist
7. I love science . Biology is my favorite class. social science
8. Albert Einstein is a well known scientist .

9. Chemistry isn’t a social science . It’s a physical science.

10. Alex led the race from beginning to end.

BOOK 18 LESSON 1 25

EXERCISE B EXERCISE C

Books open Books open

Wrtten cue Wrtten cue
Wrtten response Wrtten response
Indvdual Indvdual
Encourage students to compare their
answers with a partner after completing
the exercise individually.

Book 18 LeSSon 1 
 EXERCISE D Select the best answer.

1. People who attend military academies become .

a. scientists
b. officers
c. sergeants
d. NCOs

2. Are you taking any science classes this at college?

a. design
b. program
c. semester
d. academy

3. John: Who are the two for class president?

Ann: Susan and Paul.
a. members
b. candidates
c. graduates
d. actors

4. Mike: Did you call Bill yesterday?

Sue: Yes, but no one answered. I couldn’t him.
a. vote
b. motivate
c. name
d. reach

5. Andrew: Did Mark graduate?

Eliza: No. He was because his test scores were too low.
a. ineligible
b. political
c. social
d. happy

6. This magazine is from last month. Do you have the one?

a. current
b. eligible
c. qualified
d. motivated

26 AMERICAN LANGUAGE COURSE

EXERCISE D
Books open
Wrtten cue
Wrtten response
Indvdual

 AmeriCAn LAnguAge CourSe

 Writing sKill
Writing Organizing a text using a visual map oBJECTIVE: outline information
in a graphic organizer after
Read the paragraph silently. Look for similarities and differences. reading a text on the topic.

Choosing a Car
Compact cars and SUVs are both great Besides size, cost is another important
choices if you’re shopping for a new vehicle, thing to consider. The price of a compact car
but they are quite different. It’s important to starts at around $10,000, and most compact
consider these differences when making a cars get good gas mileage. On the other eXAmPle Venn DiAgrAms
decision about which car to buy. One of hand, the lowest-priced SUV is about
Col Jones Both Lt Adams
these important differences is size. Compact $15,000, and it is usually very expensive to
cars are small. This means that they are fill the tank with gas.
easy to handle, and they can be parked Finding the right vehicle is not easy. tall short
almost anywhere. SUVs are large, which However, comparing these characteristics
students
means there is more room to hold big items. will help you buy the one that best fits your married officers single
It’s also true that many people feel safer in a needs.
big vehicle.

EXERCISE A Complete the Venn diagram using the text above.

Answers will vary.
Summer Both Winter
COMPACT CARS BOTH SUVs
sunny
icy roads
Size Size hot days storms
Large cold weather
Small swimming rain
easy to handle feel safer vacation skiing
great choices
can be parked anywhere hold big items

Cost not easy to find Cost

the right vehicle
start around $10,000 Start around $15,000

good gas mileage expensive to fill tank

BOOK 18 LESSON 1 27

Presentation ➋ Ask students to explain why a Venn ➋ Pair students and direct them to use
diagram could be useful and what they the paragraph to complete the diagram.
The Venn diagram is a useful tool for
might use it for (visual presentations, Point out the examples already provided
comparing and contrasting the attributes
note taking, writing preparation, etc.) in the diagram. Encourage the students
of 2 items or subjects. The gray area
to use phrases rather than sentences.
where the ovals overlap is used to write
in attributes shared by both, while the EXERCISE A Even though categories (size, cost) are
white areas on either side are used to given in the example to guide students,
Books open
write differences between the 2 things it’s not necessary to insist that they
Wrtten and vsual cue
being compared. organize their thoughts in exactly the
Wrtten and oral response
same way the text does.
➊ With books closed, draw a Venn Indvdual, then pars
diagram on the board. Select a topic (2 ➌ After they have entered information
➊ Have students open their books into the diagram, direct pairs to compare
people / animals / countries / seasons) and examine the paragraph’s title. Ask
and write a heading above each circle their diagrams. Then ask volunteers to
them what kind of vehicle they prefer: share their work with the class.
(see examples in the upper right margin). a compact car or an SUV. Give them
Elicit differences and similarities from a few minutes to share the reasons for note: Refer to the last few pages of this
the students and write the information in their preferences. Then, let them read the book’s preface for additional ways to
the appropriate location. paragraph silently to themselves. organize information and data.

Book 18 LeSSon 1 
 EXERCISE B Read the paragraph. Look for similarities and differences.
Then complete the Venn diagram. Answers will vary.

Football and Soccer

Football and soccer are two popular three, two, or one. In soccer, there is only
sports which are quite different. One of the one way to score, and each score, or goal, is
differences between the two is the way time worth one point.
is kept in each game. For example, although The equipment that is necessary to play
both games have half-time breaks, a football each game is also very different. Football
game has four quarters of 15 minutes each, requires the use of helmets. Players also
and the clock is frequently stopped during need other equipment to protect different
the game. A soccer game, however, is parts of the body like the shoulders and
played in two halves of 45 minutes each, knees. On the other hand, soccer players
and the clock isn’t stopped except at the only need two pieces of special equipment:
half-time break. shin guards, which protect the lower part of
Another thing that is different in football the players’ legs, and soccer shoes. Although
and soccer is the way points are scored. In these two sports have many differences,
football, there are different ways to score, both are team sports that can be enjoyed by
and points can be scored in amounts of six, people all over the world.

FOOTBALL BOTH SOCCER

Time Time
4 quarters of 2 halves of 45
15 minutes minutes
clock is frequently popular clock isn’t stopped
stopped
Points half-time breaks Points
one way to score
different ways to score team sports each goal worth 1 point
6, 3, 2 or 1 points
enjoyed all
Equipment Equipment
over world
helmets shin guards
other equipment soccer shoes

28 AMERICAN LANGUAGE COURSE

EXERCISE B ➌ Pair students. Direct them to use the Additional activities

Books open information in the paragraph to complete
➊ Direct pairs to brainstorm and add
Wrtten and vsual cue the diagram. Tell them to use words and
additional information to the diagram
Wrtten response phrases rather than complete sentences.
that is not included in the text.
Indvdual, then group ➍ After finishing, direct pairs to
➋ As a writing assignment, have
➊ Introduce the topic of the paragraph compare their diagrams. Then ask for
students write paragraphs expressing
(football and soccer) by asking students volunteers to share their work.
their opinions about the text on this
some questions about it: Remember that students’ answers page. Give them a topic sentence to start
Do you prefer football or soccer? will vary and that it’s not necessary to with. For example:
include all of the details from the text in
Internationally, which sport is more I believe that soccer is more exciting
the diagram or to group the details into
popular? than football.
categories.
Which sport is more exciting? Why?
culturAl note: In the US, the word
➋ Allow students enough time to read football refers specifically to American
the paragraph silently. football. The sport that people in the US
refer to as soccer is called football in
many other parts of the world.

 AmeriCAn LAnguAge CourSe

 reADing sKill
EXERCISE C Write a summary of the text in Exercise B.
oBJECTIVE: Read a text on a
Answers will vary. general or semi-technical topic
that is 50-250 words in length, and
write a summary of its content.
When summarizing a text …
✔ use your own words.
✔ include the main idea and most
important information.
✔ don’t give your opinion.
✔ keep it short.

Football and soccer are very different; however, they have some things in

common. Some of the differences are the way time is kept and how points

are scored. The equipment that is used is also different. One thing that
is the same is that both have half-time breaks. They are also both popular and
enjoyed by people all over the world.

BOOK 18 LESSON 1 29

EXERCISE C ➌ Point out that the first sentence of the

Books open summary is given and that it’s the main
Wrtten cue idea of the paragraph.
Wrtten response ➍ After students write their summaries,
Indvdual have them compare their work with
Both written and oral summaries have a classmate. Ask volunteers to share
been practiced previously in the ALC. their work with the class. Have the
In this exercise, students will write a class decide if the summaries meet the
summary of the text from Exercise B. guidelines. Accept reasonable variations
in wording.
➊ Ask students to read the guidelines
for writing a summary and discuss them note: When checking students’
as a class. summaries, focus on the content
and whether they meet the summary
➋ If necessary, allow students time to guidelines rather than structure or
reread the text on the previous page. grammatical accuracy.
Also point out that the Venn diagram
they completed in Exercise B will help
them write the summary.
Book 18 LeSSon 1 
reADing sKill
oBJECTIVE: Read silently a text Reading Reading faster for better comprehension
approximately 200 words in length
within a time of no more than 2
minutes and select the answers to Listen for instructions. Your teacher will tell you when to start.
6 comprehension questions with
70% accuracy (4 questions asking
1. Which service academy is the oldest?
for factual information and 2 for
inferential or general understanding). a. The US Naval Academy
b. The US Military Academy
c. The US Air Force Academy

2. In which state is the US Naval

Academy located?
a. Colorado
Text Location Item Number
b. New York
Appendix J 18L1 #2 p. J-5 c. Maryland
Timed reading Coast Guard Academy in New London, Conn.
3. The Merchant Marine Academy offers
its graduates commissions .
a. in service academies
b. as Marine lieutenants
c. in the Naval Reserves

4. Academy candidates are selected by .

a. commissioned officers
b. government officials
c. motivated young people

5. How often are appointments to the service academies made?

a. annually
b. twice a year
c. each semester

6. After graduating from one of the service academies, most students

probably .
a. join the reserves
b. become second lieutenants
c. enlist in a military service

30 AMERICAN LANGUAGE COURSE

Presentation • focus on reading for ideas and them complete the exercise without
concepts rather than decoding looking back at the text.
Timed reading activities to improve
letters and individual words note: To demonstrate adequate
comprehension appear in all Level III
books. With books closed, give an overview comprehension of the text at this level,
of how this exercise works so that the students should answer 70% correctly,
Before beginning the activity, briefly
students know what to expect. Then i.e., at least 4 of the 6 questions.
discuss how reading faster can help the
follow these steps: Encourage students who are unable
second language learner. Mention some
of these ideas: ➊ Ask students to open their books to finish reading the text within the 2-
to the text, US Military Academies, in minute time limit to read more. Guide
A faster reader can
Appendix J on the page listed in the their choices to texts that are slightly
• more easily keep up with the great
table in the upper left margin. below the level of Book 18; i.e., they
amount of reading in military
training courses ➋ Tell the students to begin reading at should read longer texts that they find
your signal. Allow only 2 minutes to easily comprehensible. The goal is for
• concentrate better on the text them to get accustomed to absorbing
read.
• understand the text more quickly information in written form more rapidly
➌ After exactly 2 minutes, direct
• be motivated to read more students to stop and turn to the questions and in increasingly larger chunks.
on this page of the student text. Have

0 AmeriCAn LAnguAge CourSe

 STUDENT TEXT

Second Edition

A M P LE
S N
LESSO

Book 9

Defense Language Institute

English Language Center
ALC Book 9: Scope and Sequence, Lessons 1 – ­5

Lesson Vocabulary Functions Grammatical Structures Skills

1 I’d like to open an

account.
Conduct bank
transactions
Present progressive for
future tense



Fill out bank forms
dentify paragraph topics
Because to connect from oral text
Bank accounts and
clauses Complete a box outline
transactions
Linking verbs Write a paragraph from
Tastes and senses
matched phrases
ictation

Expand sentences

Scan for information

2 What happened? Ask and tell about

traffic accidents



Past Progressive
Indirect requests and



Follow directions
Report auto accidents
riving
commands with ask Expand sentences
Traffic accidents and tell dentify paragraph topics
Reported requests and from oral text
commands Scan for information
The same, different,
Identify topics, titles and
similar, like, and alike main ideas of paragraphs
Write a paragraph from

matched phrases

3 A piece of advice Ask for and give

advice



Should for advice
Could for suggestions



Ask for and give advice
Write a paragraph from
Advice and
suggestions Adverbs of manner with matched phrases
-ly Dictation

How in questions about dentify paragraph topics

manner from oral text

eview of modals Expand sentences

Scan for information

Follow directions

4 A Trip to New Mexico Apologize and

respond to
Adverbial that clause for
cause or reason



Scan for information
Expand sentences
ravel by car apologies Verbs of mental activity Write a paragraph from
as stations + that noun clause matched phrases
Motels
apologize for + gerund Identify topics, titles and
Apologies
main ideas of paragraphs
dentify paragraph topics

from oral text

5 Review
Lesson 5 reviews all vocabulary and structures introduced in Lessons 1 - 4.
3
A piece of advice
Vocabulary: The Advice Column . . . . . . . . . . . . . . . . . . . . 59

Writing: Writing paragraphs . . . . . . . . . . . . . . . . . . . 63

Grammar: Using should to ask for and give advice . . . . . . . . . 64

Using could to give suggestions . . . . . . . . . . . . . 66

Dialogs: Advice and Suggestions . . . . . . . . . . . . . . . . . 67

Writing: Dictation . . . . . . . . . . . . . . . . . . . . . . . . . 68

Listening: What’s the topic? . . . . . . . . . . . . . . . . . . . . . 68

Grammar: Adverbs of manner with -ly . . . . . . . . . . . . . . . 69

Using How in questions about manner . . . . . . . . . 73

Writing: Expanding paragraphs . . . . . . . . . . . . . . . . . . 75

Reading: Scanning ads in the yellow pages . . . . . . . . . . . . 76

Listening: Following directions . . . . . . . . . . . . . . . . . . . 77

Vocabulary: Review . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Grammar: Modal Review . . . . . . . . . . . . . . . . . . . . . . . 80

Book 9 Lesson 3 
 Preview What’s new in Lesson 3?

NEW VOCABULARY
Nouns Verbs Other words
advice borrow a little white lie
feelings care about anyone
friendship care for badly
garage could carefully
lie enjoy carelessly
opinion fix correctly
party go out  went out easily
roommate guess excited
secret hurt  hurt fast
story hurt (someone’s) feelings how (manner)
tool lend  lent in my opinion
truth lie maybe
not care for safely
park slowly
repair someone
should
tell  told (someone) a lie,
a secret, a story,
the time, the truth

NEW GRAMMAR STRUCTURES LANGUAGE FUNCTION

What should I do? Ask for and give advice.
Give suggestions.
You could look for a new job.
How does he drive? What should I do?
He drives carefully.
You should wait for your friend.
You shouldn’t leave now.
You could call a taxi.

 american Language course

 Vocabulary The Advice Column

Annie’s Advice by Anne Avis

Dear Annie, won’t do dishonest work more secrets. You could also
I’m a mechanic in a small again. You could also look remind her that you like
garage. Last week, my for a new job at another her, but don’t care for her
boss told me to fix a small garage. actions.
problem in a car. I repaired
the car. Then my boss told Dear Annie, Dear Annie,
the customer it was a big, I need advice about my My younger brother often
expensive problem. I guess roommate. I care about her borrows my garden tools.
the lie didn’t hurt anyone and enjoy her friendship. He uses them carelessly
because the insurance paid But I also worry about (he broke two of them) and
the bill. But I feel bad. I her. Here’s what she does: doesn’t clean them. I don’t
know my boss needs the her friends tell her their want to lend him any more
money. His wife is very secrets. Then she tells me tools, but he is my brother.
sick. But he wasn’t telling their secrets! Can I tell her What should I do?
his customer the truth. to stop? I don’t want to hurt Bothered Brother
What should I do? her feelings. What’s your
Unhappy Worker opinion? Dear Bothered,
Worried Roommate Your brother should repair
Dear Unhappy, the tools he broke. Tell him
Your boss lies to his custom- Dear Worried, that you will lend him your
ers. Maybe he tells you lies, Tell her politely but firmly tools, but he must soon save
too. You should tell him you that you cannot hear any his money to buy his own.

EXERCISE A What’s your opinion? Mark the boxes and explain your answers.

1. What do you think of Annie’s advice?

al
ittl
ew
Annie’s advice was GOOD BAD Ap
ers hit
tell el
on ie
Unhappy Worker a li mig
lie ttle h t
w wh
do hen
Worried Roommate esn he ite
hu ’t w
rt a
Bothered Brother fee som nt to
ling eo
s. ne
’s
2. What’s your opinion on lying, telling secrets, and borrowing things?
I NEVER MIGHT do this.
Tell a lie
Tell a secret
Borrow things

Book 9 Lesson 3 
 EXERCISE b Complete the sentences with the words in the boxes.

You may want to look at the letters on the previous page.

1. My son is a mechanic in a small . He

fixes
garage cars and trucks. Last week, his boss to one of his
guesses
customers about a repair. He didn’t tell him the . My
hurt
lied son that the lie didn’t anyone because
truth
the customer’s insurance paid the bills.

advice 2. My sister needs . She has an apartment and a

enjoys
named Kim. She her friendship with Kim,
feelings
hurt but the girl tells her other people’s . My sister wants to
roommate
tell Kim to stop, but doesn’t want to her .
secrets

3. My older brother sometimes me his garden

borrow
. I don’t like to them, but I don’t have
carefully
lend money to buy any tools. I use them and I always
lends
clean them. I don’t know why, but I think that my brother doesn’t
tools
want to me his tools any more.

EXERCISE C Match each word with its opposite. Write the letter in the blank.

1. repair a. truth

2. not care for b. lend

3. guess c. break

4. lie d. like

5. borrow e. carefully

6. excited f. know

7. carelessly g. bored

 american Language course

 EXERCISE D Look at the chart and complete the sentences.

First, study these sentences from the letters in the advice column. Next, complete the
sentences. Number 1 is an example.

He wasn’t telling his customers the truth.

Maybe he tells you lies, too.
Her friends tell her their secrets.
Then she tells me their secrets.

me
you a story
him / her a secret
us
tell a lie
them
his customers the truth
your friend the time
the new teacher

1. Dan: I need to tell you, and only you, something important.

Lee: Okay. You can tell me a secret .

2. Steve: Paul told Carla that he’s 29 years old. He’s really 25.
Tom: Why did he ?

3. Student: Excuse me, please. Can you ?

Teacher: Yes, it’s 9:45.

4. Lt Hill: I made a big mistake, but I don’t want to tell the captain.
Lt Green: You should right away.

5. Mom: Are the children sleeping now?

Dad: Yes, I to help them fall asleep.

6. Major: Did that man ?

Captain: Yes, he told me he didn’t have insurance, but I know he does.

7. Liz: I don’t want to .

Molly: But the teacher needs to know why you didn’t take the test.

Book 9 Lesson 3 
 EXERCISE E Use someone or anyone to complete the sentences.

Number 1 is an example.

Affirmative sentence: Jamie saw someone in the lab.

Negative sentence: Peter didn’t see anyone in the lab.
Question: Did you see anyone / someone in the lab?

 ou can usually use someone and anyone the same way we use some and any.

1. Leslie didn’t talk to anyone in the class yesterday.

2. Is going to be at the library tonight?

3. Yes, will be at the library at 8 p.m.

4. parked his car in the wrong place. The police took it.

5. Did arrive late this morning?

6. I didn’t find to walk with in the park yesterday.

7. Will pick the students up at the airport next week?

8. at that desk over there can help you.

9. Hello! Is here?

10. The doctor won’t see on Friday afternoon.

EXERCISE F Review the vocabulary in 2 groups.

In turn, each group gives a definition of a word. The other group has to guess the word.

 american Language course

 Writing Writing paragraphs

Match the phrases to form sentences. Write a paragraph with the sentences. The first sentence
is done for you.

1.
Dear Annie,

c 1. My wife got a lot of money a. a big TV.

2. I want to buy b. how we spend the money?
3. She wants to go c. for her birthday.
4. Who should choose d. on a trip to Hawaii.
Guessing Husband

My wife got a lot of money for her birthday.

2.
Dear Husband,
1. First, you should remember a. both of these things.
2. Then, check how much b. it’s your wife’s money.
3. You could try to do c. which one to do first.
4. Your wife should choose d. the two things cost.
Annie Avis

Book 9 Lesson 3 
 Grammar Using should to ask for and give advice

We should leave.

Should we leave?

When should we leave?

1. Dan: I didn’t pass the test. What should I do?

Tina: You should ask the teacher for help and you should study every day.

2. Luke: Should I tell Lisa how much I care for her?

Amy: Yes, you should. Tell her before you leave for your next base.

3. Mike: Which tie should I buy?

Lois: In my opinion, you shouldn’t buy the red one. Buy the blue one.

 Put should in sentences and questions like other modals: can, will, may, might, etc.

EXERCISE A Unscramble the sentences and questions.

1. Q: I lost my wallet. What should I do?

A: (call you the police should)
2. Q: It’s raining. Should we go now?
A: (shouldn’t leave now no we)
3. Q: Should he come with us or wait for his friend?
A: (he for his should friend wait)
4. Q: Where should we eat lunch?
A: (new restaurant should go we to the)

5. Q: (see should I new movie that)

A: No, you shouldn’t. I don’t think you’ll care for it.
6. Q: (do I what now should)
A: I think you should study.
7. Q: (I borrow which book should)
A: Oh, you should borrow this one about camping.

 american Language course

 EXERCISE b Write sentences with should and shouldn’t.

Choose the best advice in your opinion, a or b, and write a sentence with should. Then write a
sentence with shouldn’t for the other advice. Number 1 is an example.

1. We work in an office with 10 people. Every day one person makes a lot of phone
calls to her friends. Then we have to do her work. What should we do?
a. ask her to stop calling friends You should ask her to stop calling friends.
b. make noise when she’s calling You shouldn’t make noise when she’s calling.

2. My friend borrowed $40 from me six weeks ago. Every time I ask him about it,
he says, “Next week, next week. Don’t worry.” What should I do?
a. ask him again
b. forget about it

3. I just hit a parked car. The driver of the car isn’t here. What should I do?
a. wait for the driver
b. leave a message on the car

4. John’s roommate enjoys sleeping with the windows open. John likes him a lot,
but he can’t sleep well with the windows open. What should he do?
a. get a new roommate
b. ask him to close them at night

EXERCISE C In pairs, think of a third answer for each problem in Exercise B.

The people in the Yes, they should tell the

office should talk to boss their problem.
their boss.

Book 9 Lesson 3 
 Grammar Using could to give suggestions

Bill: I can’t study in my room. My

roommate’s friends visit him every
day and watch TV for hours. What
should I do?
Art: You should tell them you need to
study. You could also ask them to
turn off the TV sometimes.
Dan: You could ask your roommate to
stop the visits for two or three hours
in the evenings.
Mel: I know. He could visit his friends in
their rooms, not in yours.

 se could only in positive sentences to give suggestions.

EXERCISE In pairs, use could to give suggestions to solve each problem.

1. We need to get to the airport with a lot

of luggage, but we don’t have a car.
You could borrow
2. You ate dinner in an expensive
a friend’s car.
restaurant. You can’t find your wallet to
pay. You could
call a taxi.
3. You return to your car after studying in
the library, but you can’t find your car
keys. It is now 10 p.m. and the library is
closed.
4. You had a car accident a week ago. The
other driver caused it, but won’t pay to
repair your car.
5. You find a wallet on the bus. There is no
ID in it, but there are five $100 bills.
6. Your new car has a lot of problems. You
have to take it to the mechanic often.

10 american Language course

 Dialogs Advice and Suggestions

1. Greg: What should I do for my 30th birthday?

Paul: You should have a big party with all your friends!
Greg: That advice sounds good, but that’s a lot of work.
Paul: Well then, you could just go out with your friends to a nice restaurant.

2. Jane: Should I buy a big dog? I want to be safe in the city.

Sally: Do you have a house with a large yard?
Jane: No, I have an apartment.
Sally: You shouldn’t get a large dog. Maybe you could get a small one.

EXERCISE In pairs, complete the dialogs with advice or suggestions.

Dialog 1 Dialog 2
S1: Should I buy new furniture for S1: Should I fix my car, or just sell it
my apartment? and buy a new one?
S2: Yes, you should. S2: How old is your car?
S1: What should I get? I’ll be here S1: It’s nine years old, but I really
for only one year. enjoy driving it.
S2: S2:

Dialog 3 Dialog 4 Write one with your partner.

S1: Where should we go for lunch? S1:
S2: We could try that new
restaurant.
S2:
S1: I heard it’s not good. We
shouldn’t go there.
S1:
S2:

S2:

Book 9 Lesson 3 11
 Writing Dictation

Listen to the paragraph and write what you hear.

Listening What’s the topic?

You will hear three phone calls to Annie’s radio talk show. Listen and write the problem (or
topic) of each call, using only one or two words.

1.

2.

3.

12 american Language course

 Grammar Adverbs of manner with –ly

Rose is an instructor in a driving

school. She teaches people to drive safely.
First, the students must read their driving
book carefully and take a test. Almost all of
her students study and pass the test easily.
Then they can learn to drive on the
road. Last year Rose had one very bad
student. He was young and read his book
carelessly. He did badly on the test, but he
passed. On the road, he did not drive
slowly. He always drove fast. He never
learned to drive well and did not graduate
from Rose’s school.

 dd -ly to many adjectives to make adverbs: safe + ly = safely.

EXERCISE A Complete the chart with adverbs and verbs from the text.

Number 1 is an example.

Adjective Adverb verb + adverb

1. safe safely drive safely

2. careful

3. easy

4. careless

5. bad

6. slow

BONUS: Find the adverbs for these adjectives in the text.

7. fast

8. good

Book 9 Lesson 3 13
 EXERCISE b Underline the adjectives and circle the adverbs.

1. Frank is a slow mechanic.

He works slowly.

2. They are bad soccer players.

They play badly.

3. Ed gave the correct answer.

Ed answered correctly.

4. You are a good student.

You study well and learn easily.

NOTE: Adjectives describe nouns: She is a safe driver.

Adverbs often describe verbs: She drives safely.

EXERCISE C Change the adjectives to adverbs and write sentences.

Number 1 is an example.

1. Pete is a careless barber.

He works carelessly.

2. Mrs. Joy is a careful secretary.

3. Lt Hunt is a bad speller.

4. She answered the easy question.

5. Bonus: We are fast runners.

6. Bonus: I am a good cook.

14 american Language course

 EXERCISE D Complete the sentences with nouns.

 An adverb of manner usually follows the verb it describes.

Jim cooks carelessly.

 Sometimes other words are between the adverb and its verb.

his meals

Jim cooks carelessly.

1. I often eat my fast.

2. We should review our carefully.
3. Can you play well?
4. Why is she doing her so slowly?
5. That man parked his carelessly.
6. Did I answer the correctly?
7. I think he repaired the badly.
8. Why do you drink your so fast?

EXERCISE E Change these adjectives to adverbs.

Look back at the chart in Exercise A for the spelling change in adjectives that end in -y.

1. angry

2. clear

3. excited

4. happy

5. hungry

6. sleepy

7. thirsty

Book 9 Lesson 3 15
 EXERCISE F Write the adjectives and the adverbs in the correct blanks.

1. clear I see the plane because

clearly the sky is .

2. hungry Is Anna ?
hungrily She’s eating her food .

3. happy The little girl sang because

happily she was .

4. excited The players sounded .

excitedly They talked .

5. sleepy Mary is watching TV .

sleepily She looks .

6. angry The boss sounds .

angrily He is speaking .

7. thirsty We were very after the game.

thirstily We drank .

 se adjectives, not adverbs, after these linking verbs: look, sound, feel, taste, smell.

EXERCISE G Complete these questions with adverbs of manner.

Use adverbs from Exercise A and Exercise F. Then ask another student your questions and
circle Y for yes or N for no.

1. Do you play soccer ? Y N

2. Do you usually drive ? Y N
3. Do you spend money ? Y N
4. Do you like to walk ? Y N
5. Do you often eat ? Y N
6. Will you sleep tonight? Y N
7. Did you study yesterday? Y N

16 american Language course

 Grammar Using How in questions about manner

Lt Keller writes fast.

Does Lt Keller write fast?

How does Lt Keller write?

 Use How in questions like other question words: What, Which, When, Where, etc.

1. Sara: How’s your exercise class going?

Jill: It’s going well. I feel better and healthier.

2. Ken: We had a test, but you arrived late to class. How did you finish?
Ted: Well, I had to work very fast, but I think I answered correctly.

3. Lt Hill: How’s your old car working?

Lt Lake: It’s not working well. It needs a lot of repairs.

EXERCISE a Complete the questions with How and the verb in the answer.
Number 1 is an example.

1. Chuck: How did you do on the test?

Mark: I did badly. My score was only 73.

2. Bill: with a broken hand?

Pam: I’ll drive very carefully.

3. Lt Hill: at the meeting?

Lt Lake: The major spoke angrily.

4. Eric: last weekend?

Joe: My boys played well. They won three games.

5. Ann: this week?

Rose: I’m not sleeping well this week.

6. Frank:
Amy: Our new stove works well. We like it a lot.

Book 9 Lesson 3 17
 EXERCISE B Ask and answer questions with How about these things.

Work in pairs or small groups. Make questions for your partner(s) with verbs from the left
box. Answer your partner(s) with adverbs from the right box.

walk sleep play soccer badly

carefully
dance cook sing eat carelessly
correctly
study write read easily
fast
spend money draw exercise safely
slowly
park review drive
well

I spend it fast, but I buy

nice things for my wife.

How do you spend your money? I spend my money

carefully. I like to buy
books and clothes.

18 american Language course

 Writing Expanding paragraphs

Read the paragraphs first. Then rewrite them by adding one word or phrase from each
numbered box to the space in the sentence with the same number.

1 1 2 3 4 5 6
fast fast his safely often I think
good well difficult carefully usually I guess
careful correctly interesting every day sometimes I’m sure

Monthly Report
Sgt Fox is a 1 mechanic. I like working with him because he can repair anything 2 .
He spends his time well and he enjoys 3 work. He cleans his work place 4 . At the
end of the day, he 5 looks tired, but 6 he likes his work.

 1 2 3 4 5 6
big new well Yesterday I think
now
small young often Last week I guess next
difficult careless carefully Two days ago I’m sure

Dear Annie,
I have a 1 problem with my 2 roommate. I like to clean the apartment 3 , but she
doesn’t like to help. 4 , I told her to help me, but 5 she forgot. What should I do 6 ?
Tired Roommate

Book 9 Lesson 3 19
 Reading Scanning ads in the yellow pages

1. Which garage has longer hours?

2. Which garage has two addresses to choose from?

3. What does the Alamo City Repair Center ad say about credit cards?

4. Do both ads say their garage will loan you a car?

5. Which garage’s ad doesn’t say it fixes trucks?

20 american Language course

 Listening Following directions

Look at the map. Look at the key. Now, listen to the directions. Write the letter of the building
next to its name in the key. There are more buildings on the map than in the key.

Miller Avenue
F
c
Parker Street

Bell Street
Mount Ave.
A W E

S
g

Westwood Avenue
Elm St.

H b Winn Ave.
Balway Drive

KEY
Home Grocery store
Drugstore School
Post office Library

Book 9 LeSSon 3 
 Vocabulary Review

Select the best answer.

1. Jack likes to help his friends because he them.

a. cares about
b. lends
c. repairs

2. I dropped a heavy book on my foot and it.

a. excited
b. hurt
c. parked

3. Roger liked the movie, but he the music in it.

a. didn’t care for
b. didn’t go out
c. told a lie

4. You must not drive on the highway.

a. safely
b. well
c. slowly

5. does your brother drive his car?

a. Should
b. How
c. Maybe

6. Tonight, my husband and I are . We want to see a good movie.

a. fixing
b. hurting
c. going out

7. Greg wants a big with many friends for his 40th birthday.
a. story
b. party
c. tool

22 american Language course

 8. I didn’t like Bill’s new car, but I didn’t tell him. I didn’t want to .
a. care about him
b. hurt his feelings
c. tell him a story

9. We need to be at the airport early tomorrow morning. I we should leave

at 6:15.
a. guess
b. tell
c. enjoy

10. What do you think about the new schedule? What’s your ?
a. party
b. opinion
c. truth

11. Tony is late, but he’ll arrive in a few minutes.

a. should
b. how
c. maybe

12. Jean: Excuse me. Can you tell me , please?

Matt: Sure. It’s 6 o’clock.
a. the time
b. the truth
c. a secret

13. Where should I the car?

a. park
b. guess
c. hurt

14. Ms. Obitz her children and husband.

a. goes out
b. repairs
c. cares for

Book 9 Lesson 3 23
Grammar Modal Review

MODALS PURPOSE EXAMPLES

express ability and I can swim a mile.

can
100% possibility You can drive to New York from here.

can ask for and Can/May I use your cell phone?

may give permission Yes, you can/may use it.

will We’ll wash the car tomorrow.

express future
be going to He’s going to leave at 3 p.m.

may express 50% I may go home early because I feel sick.

might possibility I might swim with you later. I’m not sure.

must say something is You must arrive on time at work.

have to necessary or required You have to go to work every day.

say something is
must not forbidden We must not smoke inside.

 Only must changes its purpose in its negative form must not.

EXERCISE A Match the sentences that are similar in meaning.

1. I may go to the beach later. a. Are you able to repair it?

2. I have to return my book. b. I might go.
3. I’m going to take a break. c. You can choose.
4. Can I use your pen, please? d. Don’t break the law.
5. Can you fix my car? e. I’ll stop working for a short time.
6. You don’t have to stay here. f. May I borrow it?
7. You must not park here. g. I must do it.

24 american Language course

 EXERCISE B Match each sentence with a purpose. Write the letter.

PURPOSE 1. Smith can play soccer very well.

a. express ability or 2. Can I borrow your tools to fix my car?

100% possibility
3. We have to take the test today.

b. ask for or 4. You must not smoke inside.

give permission
5. They’re going to eat at noon today.
c. express future
6. All students must wear uniforms.

d. express 50% 7. You may use my telephone.

possibility
8. Will the train leave soon?
e. say something
9. We may have a new teacher soon.
is necessary
or required 10. I might go to Paris.

f. say something 11. Do we have to clean the barracks on Sunday?

is forbidden
12. I think we can buy luggage in that store.

EXERCISE C Write a new sentence for each purpose listed in Exercise B.

a.

b.

c.

d.

e.

f.

Book 9 Lesson 3 25
 EXERCISE D Match each sentence with a purpose. Write the negative modals.

Number 1 is an example.

1. a We can’t drive to Houston in just 2 hours.

2. You may not borrow my car.
3. My brother might not come tonight.
4. She doesn’t have to bring her book to class.
5. We aren’t going to buy new clothes.
6. They don’t have to work on weekends.
7. The new barber can’t cut hair well.
8. The airplane won’t leave on time.
9. The rules say privates can’t leave the base.

NEGATIVE MODALS PURPOSE

a. can’t express inability or impossibility

b. deny permission

c. express negative future

d. express negative possibility

e. say something is not necessary or required

EXERCISE E In groups, compare these sentences and their purposes.

1. Sally may buy a new house.

Sally will buy a new house.
2. Sgt Hicks can’t play soccer.
Sgt Hicks isn’t going to play soccer.
3. May I study for the test in the library?
Do I have to study for the test in the library?
4. We have to leave now.
We don’t have to leave now.
We must not leave now.

26 american Language course

The American Language Course is a comprehensive, multilevel
program for adults that teaches English for vocational and professional
purposes. The ALC is designed primarily for intensive English language
training in a classroom setting, but it can be adapted for slower-paced
instruction. A significant feature of the ALC is the inclusion of basic
military topics and vocabulary.
Using traditional methods of language teaching as well as contemporary
communicative approaches, the ALC’s presentation is systematic and
carefully sequenced to ensure that learners can build on previously
acquired knowledge. Photographs, illustrations, charts, and tables
explain vocabulary and grammar, while dialogs and student-centered
activities introduce and reinforce language functions and skills. Each
book is supplemented by an instructional package that includes the
following:
• Instructor text
• Student text
• Audio recordings
• Language laboratory activities instructor text with audio scripts
• Language laboratory activities student text
• Computer-delivered interactive multimedia instruction (IMI)
• Quiz kit
• Optional training aids
The ALC’s second edition features a completely revised student text
with an accompanying instructor text. Instructor notes offer detailed
guidelines for presenting classroom exercises, supplemental activities,
and pertinent cultural information. A variety of teaching strategies are
provided to keep students motivated and enliven the classroom.