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Trang 5es © FUTURE CONTINUOUS TENSE 181 3 APPENDIX SOME/ANY PRONOUN REVIEW VERB TENSE REVIEW 189 CARDINAL NUMBERS xv ORDINAL NUMBERS = xvi IRREGULAR VERBS xvii
INDEX xix
WORD LIST XXili
Trang 6To the Teacher Side by Side is a conversational grammar book
We do not seek to describe the lan-
guage, or prescribe its rules Rather, we aim to help students learn to use the language
grammatically, through practice with mean- ingful conversational exchanges
This book is intended for adult and young-adult learners of English Itis designed to provide the beginning student with the basic foundation of English grammar, through a carefully sequenced progression of conversational exercises and activities Teachers of nonbeginning students will also find these materials to be effective as a rapid, concise review of basic structures of the language
WHY A CONVERSATIONAL GRAMMAR BOOK?
Grammar is usually isolated and drilled through a variety of traditional structural exercises such as repetition, substitution, and transformation drills
These exercises effectively highlight particular grammatical structures but
they are usually presented as a string of single sentences, not related to each other in any unifying, relevant context
Traditional dialogues, on the other hand, may do a fine job of providing examples of real speech, but they don’t usually offer sufficient practice with the structures being taught Teachers and students are often frustrated by the lack of a clear grammatical focus in these meaningful contexts And besides that, it's hard to figure out what to do with a dialogue after you've read it, memorized it, or talked about it
In this book we have attempted to combine the best features of traditional grammatical drills and contextually rich dialogues We aim to actively engage our
students in meaningful conversational exchanges within carefully structured
grammatical frameworks And we encourage our students to then break away from the textbook and use these frameworks to create conversations on their own While we have designed this text for the beginning student, we are also concerned about the nonbeginner Although this student has made progress in understanding and using the language, he or she often needs more practice with
the basics, the “nuts and bolts” of elementary English grammar
(Intermediate-level teachers often tell us that even though their students
Trang 7\
are doing beautifully with the present perfect tense, they still have trouble with such “early” structures as the third-person singular -s or the difference between the simple present and present continuous tenses.)
This book offers nonbeginners the opportunity to use their richer vocabularies in open-ended conversational exercises which focus on the basic grammatical structures of the language
GRAMMATICAL PARADIGMS
Each lesson in the book covers one or more specific grammatical
structures A new structure appears first in the form of a grammatical paradigm, a
simple echema of the structure
These paradigms are meant to be a reference point for students as they proceed through the lesson’s conversational activities While these paradigms highlight the structures being taught, we don't intend them to be goals in themselves
We don’t want our students simply to parrot back these rules: we want them to engage in conversations that show they can use them correctly
GUIDED CONVERSATIONS
Guided conversations are the dialogues and the question and answer exchanges which are the primary learning devices in this book Students are presented with a model conversation that highlights a specific aspect of the
grammar In the exercises that follow the model, students pair up and work “Side
by Side,” placing new content into the given conversational framework
How fo Introduce Guided Conversations
There are many alternative ways to introduce these conversations We
don’t want to dictate any particular method Rather, we encourage you to develop strategies that are compatible with your own teaching style, the specific needs of your students, and the particular grammar and content of the lesson at hand
Some teachers will want books closed at this stage, so their students will have a chance to listen to the model before seeing it in print
Other teachers will want students to have their books open for the model conversation or see it written on the blackboard The teacher may read or act out the conversation while students follow along, or may read through the model with
another student, or may have two students present the model to the class
Whether books are open or closed, students should have ample opportunity to understand and practice the model before attempting the exercises that follow it
How to Use Guided Conversations
In these conversational exercises, we are asking our students to place new
content into the grammatical and contextual framework of the model The
Trang 8numbered exercises provide the student with new information which is “plugged into” the framework of the model conversation Sometimes this framework
actually appears as a “skeletal dialogue” in the text Other times the student
simply inserts the new information into the model that has just been practiced (Teachers who have written the model conversation on the blackboard can create the skeletal dialogue by erasing the words that are replaced in the exercises.)
The teacher’s key function is to pair up students for “Side by Side”
conversational practice, and then to serve as a resource to the ciass, for help with the structure, new vocabulary, and pronunciation
“Side by Side” practice can take many forms Most teachers prefer to call on two students at a time to present a conversation to the class Other teachers have all their students pair up and practice the conversations with a partner Or small groups of students might work together, pairing up within these groups and presenting the conversations to others in the group
This paired practice helps teachers address the varying levels of ability of their students Some teachers like to pair stronger students with weaker ones The slower student clearly gains through this pairing, while the more advanced
student also strengthens his or her abilities by lending assistance to the speaking
partner
Other teachers will want to pair up or group students of similar levels of ability In this arrangement, the teacher can devote greater attention to students who need it, while giving more capable students the chance to learn from and
assist each other
While these exercises are intended for practice in conversation, teachers also find them useful as writing drills which reinforce oral practice and enable
students to study more carefully the grammar highlighted in these conversations Once again, we encourage you to develop strategies that are most
appropriate for your class
The “Life Cycle” of a Guided Conversation
It might be helpful to define the different stages in the ‘‘life cycle” of a guided conversation
1 The Presentation Stage
The model conversation is introduced and practiced by the class
2 The Rehearsal Stage
Immediately after practicing the model, students do the conversational
exercises that follow For homework, they practice these conversa- tions, and perhaps write out a few Some lessons also ask students to create their own original conversations based on the model
3 The Performance Stage
The next day students do the conversational exercises in class,
preferably with their textbooks and notebooks closed Students shouldn’t have to memorize these conversations They will most likely
remember them after sufficient practice in class and at home
4 The Incorporation Stage
The class reviews the conversation or pieces of the conversation in the
days that follow With repetition and time, the guided conversation “dissolves” and its components are incorporated into the student's
Trang 9ON YOUR OWN
An important component of each lesson is the “On Your Own” activity
These student-centered exercises reinforce the grammatical structures of the
lesson while breaking away from the text and allowing students to contribute
content of their own
These activities take various forms: role-plays, interviews, extended guided conversations, and questions about the student's real world
In these exercises, we ask students to bring to the classroom new content,
based on their interests, their backgrounds, and the farthest reaches of their
imaginations
We recommend that the teacher read through these activities in class and assign them as homework for presentation the next day In this way, students will
automatically review the previous day’s grammar while contributing new and inventive content of their own
“On Your Own” activities are meant for simultaneous grammar reinforce-
ment and vocabulary building Beginning students will tend to recycle previous textbook vocabulary into these activities While this repetition is clearly useful,
beginners should also be encouraged to use other words which are familiar to
them but are not in the text A// students should be encouraged to use a dictionary
in completing the “On Your Own” activities In this way, they will not only use the
words they know, but the words they would ke to know in order to really bring their interests, backgrounds, and imaginations into the classroom
As a result, students will be teaching each other new vocabulary and also
sharing a bit of their lives with others in the class
CLASSROOM DRAMAS
“Classroom Dramas” are the full-page comic strip dialogues that appear
every once in a while throughout the text The goal of these dialogues is to tackle a
specific grammatical structure and give students the opportunity to rehearse this structure in a short, playful classroom conversation
Some teachers will simply want to read through these dramas with their
students Others might want to act them out, using students in the class as the characters
Students enjoy memorizing these dramas and using them frequently
throughout the course In fact, they often break into these conversations sponta-
neously, without any prompting from the teacher (Our students, for example, like to impress visitors to the class by confidently performing these dramas as though
they were really happening for the first time.)
In conclusion, we have attempted to make the study of English grammar a
lively and relevant experience for our students While we hope that we have conveyed to you the substance of our textbook, we also hope that we have
conveyed the spirit: that learning the grammar can be conversational student- centered and fun
Steven J Molinsky
Bill Bliss
Trang 11Read and practice
A Are you going to cook spaghetti this week?
B No, I’m not
I cooked spaghetti LAST week,* and I don’t like to cook spaghetti very often
*You can also say:
yesterday morning, afternoon, evening
last night
last week, weekend, month, year
last Sunday, Monday, Saturday
last spring, summer, fal) (autumn), winter a last January, February, December
1 Are you going to study English this weekend?
3 Are you going to drink coffee 4 Is Robert going to buy new clothes this morning? this year?
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11 Is Mr Peterson going to plant flowers this spring? Are you going to go skiing this February?
Are Mr and Mrs Smith going to London this summer?
10
12
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>
Are you going to give her a necklace? B No, I can’t give her a necklace
I gave her a necklace LAST YEAR A Are you going to give her flowers?
B No, I can’t give her flowers
I gave her flowers TWO YEARS AGO A What are you going to do?
B I don’t know [ reaily have to think about it What are you going to give your wife for her birthday? ny
Are you going to
No, Ican’t iow LAST YEAR
Are you goingto 7
No, I can’t I TWO YEARS AGO,
What are you going to do? o> DP B I don’t know I really have to think about it A What are you going to give your _— for (his/her) birthday?
husband 2 girlfriend 3 boyfriend
a new shirt perfume a belt
Trang 14HARRY! I'M REALLY UPSET! - Read and practice `
Do you know what day this was?
It was my birthday, Harry And you forgot again You didn’t send me flowers
You didn’t give me candy You didn’t buy me a present
And you didn’t even wish me ‘““Happy Birthday.” Happy Birthday, Why Was She Upset With Harry THIS Time? 1 He didn’t flowers 2 candy 3 a present 4.- “Happy Birthday.” When 1s your birthday? My birthday is * Ha SN ) i mM NANG ` <r)
NÀ vẽ Tell the class about your last birthday
What did you do?
Did you receive any presents? What did you get?
Did your family or friends do anything specia! for you? What did they do?
*See page xvi for how to read a date You can
say, for example, January 23rd (twenty-third),
November 16th (sixteenth), June 9th (ninth) 109
Trang 18
You look terrible! What’s the matter? I drank TOO MUCH milk this morning HOW MUCH milk did you drink? PP FP I drank SO MUCH milk that I’m never going to drink milk again!
Trang 191 10 read books 11 U > mè»
How do you like the —_ 2
I think (it’s/they’re) delicious
I'm glad you like (it/them) Would you care for some more? Yes, please But not (too much/too many) Just (a little/a few)
My doctor says that (too much/too many) (is/are) bad for my health
Try this conversation with other
students in your class, using these
foods and others
Trang 21
*a lb =a pound; % lb =a half pound, or half a pound
What did YOU buy the last time you went
’ shopping?
A I’m going to the supermarket Can I get anything for you?
bơ Yes, I need some bread
Trang 22> How much does a head of lettuce cost?
A head of lettuce costs ninety-five cents (95¢).*
NINETY-FIVE CENTS?! That’s a lot of money! o> E You're right Lettuce is very expensive this week *25¢ = twenty-five cents 50¢ = fifty cents etc
Trang 23AT THE RESTAURANT
A What would you like for dessert? B I can’t decide What do you recommend? A IJrecommend our chocolate ice cream
Everybody says it’s delicious.*
B O.K Please give me a dish of chocolate ice cream
A What would you like for breakfast? B I can’t decide What do you recommend?
A Irecommend our scrambled eggs
Everybody says they’re out of this world.*
B O.K Please give me an order of scrambled eggs *Instead of delicious, you can also say: fantastic wonderful magnificent excellent
out of this worid
What would you like Bs 1 for dessert? (a piece of) apple pie 4 for breakfast? (an order of) pancakes 7 to drink? (a cup of) hot chocolate 120 = = 2 forlunch? 3 to drink? (a bowl of) chicken soup (a cup of) coffee è c5 Ỹ s
Trang 24STANLEY'S FAVORITE RECIPES
Are you going to have a party soon? Do you want to cook something special? Stanley the chef recommends this recipe for VEGETABLE STEW Thisis Stanley's favorite recipe for vegetable stew, and everybody says it’s fantastic! oS CZ ae ya a cL rw r) Sy Put a little butter into 2 Chop up a few onions 3 Cut up (a little/a few) a saucepan ay
9 Add ” 10 Cook for 3 hours
When is your English teacher’s birthday? Do you want to bake a special cake? Stanley the chef recornmends this recipe for FRUITCAKE This is Stanley’s favorite recipe for fruitcake, and everybody says it’s out of this world! b 4 áY ` Put 3 cups of flour into 2 Add alittle sugar a mixing bowl
Do you have a favorite recipe?
Trang 26
A Wil the train arrive soon?
Trang 27SUES eens GRUNTS SES TƯ DU mm nnNnẢẢ mm: j1} ee nằằ
ie si G2240 na it So HhÌN Ga c3 ti ệt Si tớ tot sò Xa Ntirrroii BAN
ie eas oe Ses as TS 4 Be ca Si : aria
ecm mer en eee KHI
foresee maid mh ie a oe SA UP rt nee ere S10)
moe ij Baars Sees Ss Rea i Retna ay Sof er Est vn bao ae Học sở kh HÀ, VN SH ca C S0 on /S VÀ fea ieee Se econ sa! h4 VN, ie TA) XS TH ng Seis : - % ate! sẻ St hi nhà in vo oe Sie ran TH ˆ Eee ch
Maybe it will, and maybe it won’t We'll just have to wait and see
Do you think it’ be very
cold this winter?
Do you think Mary’s husband in your new neighborhood? Do you think Ill be famous some day? Do you think they'll have a baby soon?
Trang 28
A When are you going to move to New York? B i don't know
I might move to New York in a few weeks, or I might move to New York in a few months I really can’t decide A Where are you going to go for your vacation? Be ,
ham B We don’t know
+ x We might go to Mexico, or we might go to Japan We really can’t decide 1 2 What color is she going to paint her tonight? kitchen? oy ey họ
3 When are you going to clean 4 What are they going to name their your apartment? new daughter? [ENE ~^ Z 5 What are they going to do tonight? Ea (A ED 7 What are you going to buy your brother for his birthday? ga s tar
9 How are you going to come to cless 10 What are you going to be when tomorrow? you grow up?
Trang 29
THE OPTIMIST AND THE PESSIMIST
Would you like to go swimming with me?
No, I don’t think so
Why not?
Tm afraid I might drown Don’t worry! You won't drown
Are you sure?
Yes, I’m positive!
O.K Pll go swimming with you en a 2 a a a
break my leg get sick
have a terrible time
Trang 30
7 go sailing 8 take aride in the country get seasick get carsick
9 share a bottle of wine 10 go to the movies get drunk fall asleep 2 ' | | - 11 go to a lecture 12 be bored
` Be a pessimist! Using might, might not, will, won't, answer these questions
Why don’t you want to go to a party tonight?
Why don’t you want to have dinner at a fancy restaurant? Why don’t you want to go to the movies tonight?
Why don’t you want to buy a new car?
-
ON
Trang 32
A I think you'll like my new apartment
B But [liked your OLD apartment It was large
A That's right But my new apartment is larger 1 2 refrigerator 3 big
4 dog 5 6 living room rug friendly safe soft
7 sports car 8 recipe for vegetable stew 9% wig
fancy easy pretty
Trang 33
I think you'll like my new rocking chair
But [ liked your OLD rocking chair It was comfortable
Trang 34
Should I buy a bicycle or a motorcycle? I think you should buy a bicvele Why?
Bicycles are safer than motorcycles
P Should he study English or Latin? I think he should study English Why?* English is more useful than Latin > _ > eB) Should I buy a dog or a cat? 2 Should he buy a used car or a new car? facto Š `“ interesting \= ° hones¿ Z—~ she yg
Should I vote for John Black or 4 Should he go out on a date with Doris Peter Smith? or Jane?
6 Should they buy a black-and-white TV or Bill? or a color TV?
Trang 3511 13 15 Should we buy this fan or that fan? 8 Should she buy these earrings or those earrings?
Should I plant flowers or vegetables 10 Should he study the piano with
this spring? Mrs Wong or Miss Schultz?
Should I buy the hat in my left hand or 12 Should they go to the cafeteria up the the hat in my right hand? street or the cafeteria down the street? Convenient <7
Trang 36A I'm jealous! My dog isn’t as friendly as your dog B Don’t be ndiculous! Yours is MUCH friendlier than mine A I'm jealous! My novels aren't as interesting as Ernest Hemingway’s novels B Don’t be ridiculous! Yours are MUCH more interesting than his 1 mycar your car `; nice clean” 7 my apartment your apartment 10 my songs the Beatles' songs eae comfortable 2 my furniture 3
your furniture Rita’s hair
@Ô ( nLel\tacnt bi Em big
5 my children 6 my house your children the Jones’s house
, Sỹ
delicious
Trang 37Do you think the weather in Miami is better than the weather in Honolulu?
c2 x
“No, I don’t think so { think the weather in
Honolulu is MUCH better than the weather in Miami
the people in Centerville aren’t as friendly as the people in enville, but they're more interesting Do you agree? sy vã G2 1 kg: 2 ở vẻ ‘ Resin Secemeanany Saree SAS pay 4 VN Sonate SOE Be CoO es Boe < i xa he ALTE d ` SA c2 S0 2n ee <3 on A HA etna ba SA BONY STL So eos eaten pea S2 27/52510 553225 S4 No
BeOS soe cv eS ` v oats “
Talk with other students about two cities: your home town and the city you live in now, or any two cities you
know Talk about
oe ` Se encore rca aon 0 T2 ền
os ee 3ý 00” 5
3
the streets: quiet, safe, clean, wide, busy ? the buildings: high, modern, pretty ? the weather: cold, warm, rainy, snowy ?
the people: friendly, nice, polite, honest, busy, happy, hospitable, talkative, healthy, wealthy, poor .?
the city in general: large, interesting, lively, exciting, expensive .?
in your conversation
you might want to use some of
these expressions:
T agree I think so I disagree 1 don’t think so I agree/disagree with (you, him, her, John .) In my opinion,
Trang 38
habe tH ae a Y2 alee aaah NS OS Ba Bee ae c ei Si ty ng CƯ Hư ở ng CEN ap F Ps ie Sn ee ee ee ah vn ro
Bate! ae pair atts” es
Sete SMe eau Ae a we See cae ois “ TƯỜNG “oe kể a iS Sueur Ni at ye Ne an neato oe an i ae rs SRR Corer tesa Ư, Seat rarer me ek ay ee Tà fats fe: ae i hae vã rose ip Se TU TU Hư ANH ean vn vi me
oe PRES Se t3 ee Bee pc na a a ER aes = a Pees re ere = mena 4 ee See a Son kh, SPE
Trang 39a te sor ORCS ws rosa ES oo Boyes
A I think your friend Margaret is very nice
B She certainly is She’s the nicest person | know
1 I think your cousin is 2 Ithink your Uncle George 3 I think your parents are
very friendly
4 think your older brother is very shy
7 I think the students in
our class are very smart 8
is very funny very kind
I think your cousin Nancy 6 I think Larry is 18 very pretty very lazy
I think your Aunt 9 I think your younger Gertrude is very cold brother is very sloppy
Trang 40
B She certainly is
She’s the most energetic person | know
A I think your grandmother is very energetic 10 polite 1 think John is very stubborn
I think your younger 5, sister is very talented
T think your downstairs 8 neighbor is very boring
d -
I think Walter ts
very stingy il
I think your older sister is very bright
Ï think your twin brothers are very nice
I think your girlfriend is very honest
I think our English teacher is very patient