RG-P5-1
VIDEO ENGLlSHREGULAR COURSE
PROGRAM5
This textbook, when completed, willcontain ali of the lesson texts andaccompanying pictures for Program 5.Vou will complete the book by exchangingthe tickets on this page for the texts andpictures for the twelve lessons whichcomprise this leveI. Becauseof our specialteaching techniques, Vou can onlyexchanqe the tickets for the correspondingtexts and pictures when your teacherauthorizes Vou to do so. After vou haveused ali of the tickets on this page andcompleted your textbook, you may tearthis page out of your book and discard it.
The grammar points of each lessonare presented after the text of the lesson.These grammar points contain ali theinformation Vou need to do the exercisesin the workbook that accompanies thistextbook.
" ) At the end of this book you will finda list of ali new words and expressionspresented in Program 5.
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RG-P5-3
PROGRAM 5 - TEXTBOOK
CCLS Publishing House®
Editorial Staff
Ann Tillerman
Ann TillermanDavid Hazelhurst
Samuel Richardson
Hubert Paige GrahamThomas Edward Hasek
Agnolds AlsivCarl M. Lewis 'Charles Pitt GrylloFrank CameronJohn FrillaJohn M. LattaJoseph FieldsMark MoutyMarvin LouisMary LaneMichael J. MerolaMorris MillerMorvan MillerRobert MerolaSidney SilverWilliam BorbaWillard A. Oliver
Alex MayerAugust MüllerCaeser A. NimesCarla MorencyChristine RollsJohn Gabriel Stabauer
Carl WalkerVictor H. Brunnelle
AI Caris
Christina AshleyAmanda Edwards
David HazelhurstLaura Ross
Melissa Mitchell
Waldyr Lima
6-RG-P5
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PUBLISHING HOUSe®Ali rights reservedo No part of this publication or related recordings rnay bereproduced, stored in a retrieval system, or transmitted in any form or by anymeans, electroriic, mechanical, photocopying, recording. or otherwise without
the prior permission of the publishero
)Printed by CCLS Publishing House®
Brazil
Eighth Edition
ACKNOWLEDGMENTS
We have made reference in this book to certain trademarks/servicemarks for the sole purpose of rendering a more real-life flavor to the varioussituations presented to our studentso We do not want to infer or imply in anymanner that there exists a relationship or association between the authors andlor publisher and the named entitieso We wish to take this opportunity to
acknowledge tne trademarklservice marks usage:
Hallmark - Hallmark Cards. lnc.
Kmart - K-Mart Corporation
Do: Daniel Robinson
Mro Ro: Mr, Robinson
Co: Charlie Franco
CHARACTERS
.L: Jean Robinson
Mrso R.: Mrso Robinson
A.: Alice Franco
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RG-PS-S
VIDEO ENGLlSH
REGULAR COURSE
PREFACE
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The Video English series is the result of years of .work by a team ofresearchers and writers who have been studying and making use of the latest
.developments in teaching English as a foreign language. The series has beencarefully plaonéd and organized so as to guide students to an active assimilationof natural, everyday American English. Students leam both spoken and writtenEnglish and the appropriate.language for different situatlons: the formal speechused with st'rangers and the informal speech used with friends. They becomeacquainted with American language and culture through the study of newspaperarticles, TV programs and commercials.
The Video English series includes separate courses for children,teenagers and adults.
Thomas Edward Hasek and H. Paige Graham served as full-time EnglishLanguage Consultants for the Video English series. Mr. Hasek receivedMaster's Degrees from the University of Missouri and Indiana University.Mr. Graham received his Master's Degree from the University of South Florida.
PROGRAM5
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Program 5 of Video English Regular Course is designed for teenage andadult students who have prior knowledge of English. Program 5 is the fifth bookof the Regular Course.
Natural everyday American speech is presented in the dialogues whichserve as the basis for ali the subsequent classroom work. These dialoguespresent teenage and adult situations such as traveling, going shopping, havingfun, etc.
The grammar points are inductively presented in the lesson texts.
Program 5 contains 332 new words.
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RG-PS-7
LlST OF CONTENTS
LESSON PAGE
49 SurpnseslV 9Grammar Review
50 Snapshots I 23Ordinal NumbersNegative Ouestions -IS, ARE, WAS, WERE, DO, DOES, 010
51 Snapshots II 33Negative Oueslions - CAN, WILL, WOULD, IS THERE, ARE
THERE, WAS THERE, WERE THERE
52 TV Commercial- KmartSM
Negative Ouestions (eontinued)43
53 49SituationsComparative of Equality and Inequality
54 TV Commercial- Ha/lmark®SOMEONE, ANYONE (SOMEBODY, ANYBODY)
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55 SituationsThe Modal Verb MA Y
69
56 77We/l-TraveledThe Present Perfeet Tense (formation and usage)LlKE, ALlKE, DIFFERENT (FROM)
57 90Have Vou Ever?The Present Perfeet Tense and The Simple Past Tense
The Present Perfeet Tense with ever
RG - P5 - Lesson 49 - 11
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58 Situations
The Present Perfect Ten .ALREADV, VEr se useo In Indefinite Past Time
SOMEWHERE, ANVWHERE
59 Situations
Reflexive PronounsrOBEABLEro
107
60 Situations
Review of Structures 117
98
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TEXTSURPRISES IV
MY MINO WAS ELSEWHERE
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Nurse: How did this happen?Patient: Well, it ali happenedwhile I was looking up at the fullmoon.
Nurse: Don't tell me the sky fellon your head.Patient: No, I crashed into alight pole.
CANOIOKIOS
Teacher: Bob, come up here.Who wrote this for you?
Sob: My dad did. Why? Did hemake a lot of mistakes?
WRONG FOLOER
Dark-haired girl: Excuse me,but that folder is mine.
Pretzel vendor: I'm sorry. It'snot yours. Your folder is overthere, in that puddle.
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A GOOO-LOOK/NG OUMMY
Dark-haired boy: Wow! Shemust be the prettiest girl in town.
Blond boy: And she's thequietest girl in town too.
A FRUSTRA TEO ARTlST
Boss: Arthur, if you put thesetogether, 1'11give you a raise.
Boss: What?! You're fired.Arthur: Nobody appreciatescreativity anymore.
A BETTER OFFER
Voung man: If you tell meSarah's telephone number, 1'11buy you a candy bar.
Voung woman: Thanks, but nodeal. Paul told me he'd buy metwo candy bars if I didn't tell you.
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RG - P5 - Lesson 49 -13
A carefu/ dríver?
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Mike: Wow! She must be the prettiest girl in town.
Burt: She really is pretty, but pay attention to what you are doing. If youare not careful, you are going to crash into a light pole.
A frustrated student
Student: Mrs. Taylor, did you like my paper? I spent ali afternoon writingit.
Mrs. Tay/or: Well, I really appreciated your creativity, but you made a lotof mistakes. Your grade is 65.
Ooing business
Pat: If you want, 1'11trade this box of pencils for that folder.
Liz: That's a very good ofter, but no deal. If you want, 1'11trade my folder
for three candy bars.
WiII he get a raise?
Tom: The boss told me that if I put this wardrobe together, he'd give me a
raise.
Bob: Yeah, but be careful, because if you don't do it well, he'lI fim you.
A tired mother
Sarah: I took Jonathan to the park this morning and, you know, he islearning how to walk. I'm always afraid he's going to fali so I spentali morning walking around the park after him.
Oinah: That's why you look so tired.
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GRAMMAR REVIEW
I. INTERROGATIVE PRONOUN - WHO
A. Who refers to the subject
Note~When who refers to the subject, the auxiliaries do, doesor díd are not used in the questiono
B. Who refers to the object
'------- object
Note~When who refers to the object, the auxiliaries do, doesor díd are used in the questiono
11.ORDER OF ADJECTIVES
Take a look at this sentence:
Note~
colar material noun
An adjective referring to color comes before anadjective referring to material.
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111.THE COMPARATIVE ANO SUPERLATIVE FORMS OFADJECTIVES
A. Comparative of adjectives of three ar more syllables
)Note~
To form the comparative of adjectives of three or moresyllables, put more before the adjective and than afterit.
B. Superlative of adjectives of three ar more syllables
Note ~To form the superlative of adjectives of three or moresyllables, put the most before the adiective.
C. Comparative of adjectives of one ar two syllables
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Note ~
Note ~
To form the comparative of adjectives of one or twosyllables, add er to the end of the adjective and put thanafter it.
Some two-syllable adjectives, like recent, or anxíousform the comparative with more ... than. Others, likequiet, ar narrow, form the comparative in either of the twoways mentioned (quieter than or more quiet than).
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D. Superlative of adjectives of one or two syllables
Note.~
Note ~
E. Special cases
To form the superlative of adjectives of one or twosyllables, put the before the adjective and add est tothe end of it.
Some two-syllable adjectives, like recent, or anxiousform the superlative with the mosto Others, like quiet,or narrow, form the superlative in either of the two waysmentioned (the quietest or the most quiet). Practice inthe language will help you know the correct form in anycase.
~j~consonant vowel consonant
Note ~
When an adjective ends in or is formed by consonant +vowel + consonant, we double the final consonant whenforming the comparative or the superlative.
prett y
/~-:::-co""n::-:s::-::o:-::n~a=nty I'! prettier than
the prettiest
Note ~When an adjective ends in consonant + y, we drop they and add ier to form the comparative or iest to formthe superlative.
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RG - P5 - Lesson 49 -17
large
adjectlve 7n;ng tn e I!,arger than
!the largeSt
Note~When an adjective ends in e, we just add r to form thecomparative or st to form the superlative.
Now pay attention to the following irregular forms:
) Adjective Comparative Superlative
good better than the best
bad worse than the worst
IV. THE PAST CONTINUOUS TENSE
A. Affirmative form
pasllense
01 lhe verb
to be
-ing lorm 01 lhe
principal verb+
)Note~
When two actions, one longer than the other, happensimultaneously in the past, the longer action isexpressed in the past continuous tense and the shorteraction is expressed in the simple past tense.
B. Interrogative form
~ Peter I studying when his mother called him?~, /I--------------------------~~
..... __ .....
C. Negative form
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V. POSSESSIVE PRONOUNS
Excuse me, sir. This book is mine. That one is yours.
Note~A possessive pronoun is used to replace a possessiveadjective + a noun.
These are the possessive pronouns:
mine ours
yours yours
his/hers theirs
VI. THE MODAL VERB COULD
A. Affirmative form
When I was younger, I could run 100 meters in 14 seconds.
Note~Could is the past tense of can and is used for alipersons (singular and plural).
B. Interrogative form
c§.~~YOu, run 100 meters in 14 seconds too?~--~~, /--------------------------~
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c. Negative form"
My brother COUld,~ run 100 meters in 14 seconds.
My brother COUld@ run 100 meters in 14 seconds.
Note~The contracted form for could not is couldn't and it isused for ali persons (singular and plural).
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RG - P5 - Lesson 49 -19
VII. WOULD LlKE
When we want to ask for something, it's more polite to use "I wouldlike ... " than "I want ... "
A. Affirmative form
I Linda would like some coffee.
B. Interrogative form
J @o~u~Linda / like some coffee?L-~~_~, / ~' ..•... _--
C. Negative form\ \
I would A like to live in a big city because big cities are dangerous.
I WOUld@ like to live in a big city because big cities are dangerous.
VIII. (IF + PRESENT) ... WILL
If I 90 to the post office, I will buy some stamps.... ~... -.'...•.. ...•.condition possible future occurrence
) When we talk about a possible future occurrence, weuse the simple present tense in the part of the sentencethat expresses condition and the simple future tense inthe part that says what may happen.
IX. (IF + PAST) ... WOULD
If she had enough money, she would buy a new car.~ ~.........~
coridition unreal or imaginary
situation in the present
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Note~
Note~
When we talk about an unreal or imaginary situation inthe present, we use the past tense. in the part of thesentence that expresses condition and the conditional(would + infinitive without to) in the part whichexpresses what would happen if that condition were
, met.
Remember that when we use if + the past tense of theverb to be, were is used for ali persons.e.g. If Joe weren't sick, we'd go to Long Island.
X. INDIRECT SPEECH
Mrs. Spencer said, "The seafood is fantastic."
Mrs. Spencer said (that) the seafood wasfantastic.
We use direct speech when we repeat the exact words that a person said,as if that person were speaking.
We use indirect speech to tell someone what another person said, withoutrepeating that person's exact words.
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RG - P5 - Lesson 49 - 21
Take a look at the chang~s we make when c~,Çl.ngingá)sentence from directto indirect speech. '):J;..v•.::lJ.U~~ .#::.:1....-1,J. .. ;~-
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IDIRECT SPEECH INDIRECT SPEECH
I he/she
you (sing.) he/she
we/you (pl.) they
this that
these those
c~ my/your (sing.) his/her
'? me/you (sing.) him/her
simple present simple past
prese~1J~inuous past continuous
~~\~. '-c.Ó, • l, f. ,- 'TI"'; -'li JJ '<.M:., __t4r :' -t~$.lF,QiJtfli.~;;;VJ~<,ty~ ~ -'
~iVr , Li':.'v' 'v, erthat-when-we- relJUrl a /ee-no uestr n,y, q we have to change the
verb s d to asked, introduce the word if, and then make the othernecessary changes.
Mrs. Miller said, "Are you going to the movies with me, Sarah?"
) Mrs. Miller asked Sarah if she was going to the movies'With her.
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