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The Prepositive (p. 449)

Shall we try to help him?
Let's do that.

I. Activity

A. Go back to Unit 4, Chapter 1, Activity V. Using "Shall" and "Let's", do the exercise again, making verb and pronoun changes where necessary.

B. Follow the example.

ex. Shall we open a window?
Let's not. Let's open (the door) instead.

1. Shall we speak English?
2. Shall we meet at noon?
3. Shall we ask Mr. Yoon?
4. Shall we go to a movie?
5. Shall we invite Jack?
6. Shall we go to a Chinese restaurant tonight?
7. Shall we play a little poker?
8. Shall we go to the Ulsan wine house this time?
9. Shall we try lesson planning together?
10. Shall we study tonight?

C. Use "Shall" and "Let's" or "Would" from Chapter 2 to make a proposal, cued from the question.

ex. Is that drawer stuck?
Yes, it is. Would you help me with it?

Is this the right door?
Yes, it is. Shall we go in?

1. Is it lunch time?
2. Are those people friends of yours?
3. Is the bus crowded at this time?
4. Is this dirt on the floor?
5. Is the sun out now?
6. That tire's flat, isn't it?
7. Are you busy right now?
8. Is smoking permitted here?
9. Is the makkoli good here?
10. Isn't English hard?

II. Reading

A. Read the following selection all the way through without stopping to look up the words, or to figure out or translate sentences that are difficult to understand. The first time you read it, try to get a general idea of the content of the selection.

In a determined effort to eradicate tuberculosis, the Korean Ministry of Health and Social Affairs and the Korean National Tuberculosis Association began a TB Control Program in 1965. In five years, the rate of TB infection dropped from 5.1% to 4.2%, a tremendous achievement. The 192 health centers are staffed by TB Control, workers who supervise approximately ten village workers in each county. These village workers contact people with symptoms of TB and ask them to the county office for X-ray and sputum examinations.

Though initially the program concentrated on patient discovery, it has gradually moved towards more sophisticated aspects of TB control, including vaccination of children, health education, more effective patient treatment and follow-up of patient contacts.

B. Read the selection a second time without stopping, but this time underline words and expressions you do not understand.

C. Go back and look at each underlined word or expression and try to guess its meaning.

Try to figure out:

1) what part of speech the word is.
2) if it is basic to the meaning of the sentence or not.

D. As a last resort, look up the words that you can't figure out in your dictionary. Do not depend heavily on the dictionary; it is a limited resource.

E. Write troublesome words in your vocabulary notebook, together with the context in which they appear.

WORD CONTEXT
contact workers contact people with symptoms

III. Writing

A. Much "difficult" reading is easier than we think. Long sentences often have simple structures. In the above reading:

  1. Draw a circle around groups of nouns that go together and put a pronoun in their place. Reread.
  2. Circle the verb.
  3. Cross out phrases, adjectives, and adverbs.

B. Now you should have 5 simple sentences. Write them below.

1.
2.
3.
4.
5.