Basic English An Independent-Study Textbook [1 ed.]

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1

GENERAŁ EDUCATION INTERNATIONAL CORRESPONDENCE INSTITUTE

BASIC ENGLISH

BASIC ____________ ENGLISH An Independent-Study Textbook

By Betty Jo Kenney

Developed in Cooperation With the ICI International Office Staff

Instructional Development Specialist: Doris Repko Illustrated by: Lisa Thorne

International Correspondence Institute Chaussee de Waterloo, 45 1640 Rhode-Saint-Genese (Brussels) Belgium

First Edition 1986 Reprinted 1989

TO BE USED WITH: Student Packet 1986 Edition Instructor’s Packet 1986 Edition (For Instructor’s use ONLY) © 1986 All Rights Reserved International Correspondence Institute Brussels, Belgium

Printed at ICI, Rhode-Saint-Genese, Belgium 1989

Table of Contents

Page Course Introduction...................................................................................... 7

UNIT ONE: LETTER WRITING LESSON 1 Formal Letters ............................................................................. 2 Informal Letters ...........................................................................

16 46

UNIT TWO: SENTENCE PATTERNS

3 4 5 6

Statement Patterns......................................................................... 62 Question Patterns ......................................................................... 76 Imperative Pattern......................................................................... 92 Pattern Variations......................................................................... 106

7 8

Naming Words............................................................................. 126 Naming Word Substitutes .......................................................... 148

9 10 11

Stating Words............................................................................... 170 Modifying Words........................................................................... 200 Joining Words..................................................................................220

UNIT THREE: GRAMMAR FUNDAMENTALS

UNIT FOUR: PUNCTUATION AND MECHANICS 12 End Marks........................................................................................ 240 13 The Comma...................................................................................... 254 14 Other Internal Marks..................................................................... 270 15 Mechanics........................................................................................ 292 Appendix: Punctuation Marks ...................................................................... 317 Glossary............................................................................................................ 318 Tape Segment Index.......................................................................................328

THE 1CI CHRISTIAN MINISTRY PROGRAM This independent-study textbook is one a number of the courses that comprise the ICI Christian Ministry Program. Study materials in the Christian Ministry Program are designed in a self-teaching format for ministers and Christian workers who want to engage in systematic Bible study. The courses in this program will provide many of the tools needed for practical ministry and Christian witness. Christian Ministry courses may be used as preparatory materials for study at a higher level.

Students may enroll in either individual ICI courses or in a program of study leading to academic certification. However, you should be aware of the possibility that some courses may not fit into a specific study program. When satisfactorily completed courses are applied toward a study program, only those that meet the requirements of the selected program will receive credit toward certification. Therefore, it is important for you to select courses that contribute to program requirements.

The Christian Ministry Program curriculum is under constant evaluation. Revisions and additions will be made in keeping with the goal of providing ICI students with the best possible independent-study learning experiences.

ATTENTION We have prepared this independent-study textbook to help you successfully complete the course. Please read the course introduction very carefully. By following the instructions you should be able to achieve your goals for the course, and you should not have difficulty preparing for your final examination.

Address all your correspondence concerning the course to your local ICI instructor at the address stamped below. If there is no address stamped there, and you do not have the address of the ICI office in your area, then please write to the following address: International Correspondence Institute Chaussee de Waterloo, 45 1640 Rhode-Saint-Genese (Brussels) Belgium The address of your local ICI office is:

Course Introduction Why Learn Basic English For many years I have taught English in Asia. In most of these classes the subject was not required. The students chose to take the course because they wanted to improve their English. To my question “Why are you taking this class?” I have received a variety of interesting answers:

“I want to read Christian books with better understanding.” “I want to understand the English language songs I like to sing.” “I need to write official letters to the government in English. I want to do it right.” “There is no one to interpret for English-speaking preachers in my church. I must learn English so I can interpret into our dialect.” “I want to talk to foreigners I meet.” “There are many theology books in English, very few in my language. If I can read English, it will help me in my Bible studies.” “A better knowledge of English will help me in other studies.” Language is a tool, not a master. The English language is a tool that is used by almost 300 million people who learned it at home as children. It is their mother tongue. Only one other language (Mandarin Chinese) serves more people in the world as a mother tongue. In addition, there are over 600 million people around the world who use English fluently as a second language. As you learn to use English correctly, you grasp a tool that can smooth new roadways in life for you. Language changes constantly. It is a pliable tool of living people who change. Some changes are rapid; some are very slow. English has been a separate language for only about 1500 years. Most grammar rules have been defined within the last 300 years. These rules also change, as do spelling and vocabulary. A word might sound old-fashioned in your country, but be in common daily use in another area. You can see a good example of changes in the English language by comparing the King James Version of the Bible, published in 1611, to a translation published in this century.

British usage differs in many ways from American usage. This course is based on current American usage. We include other variations in some instances. We will be happy if you will tell us of any lesson points that differ distinctly from the English used in your country. I hope you enjoy your lessons and put them to good practical use.

8

Basic English

Course Description Basic English (CM4012—Credit: 2 hours) This course is designed to meet the ICI language requirement in English studies. Basic studies included are letter writing, sentence patterns, grammar fundamentals, punctuation, and mechanics. The study of English will help improve the minister’s practical use of English in translating and interpreting. Though the course is planned for ministerial students, it will also be useful to those who are not ministers.

The procedure for the course beginning with Unit Two is pretest, study, test. This will allow students to supplement previous knowledge of English with a thorough study of material they are less familiar with. In addition to helping the student with practical needs in letter writing, interpreting, and translating, this course will be a stepping stone to greater understanding of English books and periodicals. The course will help prepare the student for further English language studies in theology, Bible, and church ministries.

Course Objectives Upon completion of this course you should be able to:

1. Write clear and correct letters, both formal and informal.

2. Use varying English word order to form different basic sentence patterns.

3. Understand the basic grammar fundamentals of eight parts of speech. 4. Punctuate written English correctly for clear understanding by the reader.

5. Use mechanics such as capitals, abbreviations, and numbers correctly in your writing. 6. Understand the concept of the use of idioms in English and apply it when interpreting from English to your language. 7. Do simple translation work from English to your language. 8. Recognize ways in which a better understanding of English will help you to minister more effectively.

9. Appreciate and utilize devotional English literature for your own spiritual growth as you read with greater understanding. 10. Understand more clearly other studies of English language courses in theology, Bible, and church ministries.

Course Introduction

9

Textbooks

You will use Basic English: An Independent-Study Textbook by Betty Jo Kenney as both the textbook and study guide for the course. It will be helpful to you if you have a dictionary, but it is not required. Bible quotations are from the New International Version. If you have a Bible it will be helpful, but it is not required. Study Time

How much time you actually need to study each lesson depends in part on your knowledge of the subject and the strength of your study skills before you begin the course. The time you spend also depends on the extent to which you follow directions and develop skills necessary for independent-study. Plan your study schedule so that you spend enough time to attain the objectives stated by the author of the course and your personal objectives as well. Lesson Organization and Study Pattern Each lesson includes: 1) lesson title, 2) opening statement, 3) lesson outline, 4) lesson objectives, 5) learning activities, 6) key words, 7) lesson development, including study questions, 8) self-test, and 9) answers to study questions. The lesson outline and objectives will give you an overview of the subject, help you to focus your attention on the most important points as you study, and tell you what you should learn.

The lesson development in this course makes it easy to study the material thoroughly. By studying a section at a time you can make good use of short periods of study whenever you have time, instead of waiting until you have time to do an entire lesson at once. The comments, exercises, and answers are all designed to help you achieve the objectives of the lesson.

Some of the study questions in the lesson development can be answered in the spaces provided in your independent-study textbook, while other questions require a notebook in which answers may be written. As you write the answers in your notebook, be sure to record the number and title of the lesson. Write the answers to the study questions in correct numerical order. This will help you in your review for the unit evaluations. Do not look ahead at the answers until you have given your answer first. If you give your own answers, you will retain what you study much better. After you have answered the study questions, check your answers with those given at the end of the lesson. Then correct those you did not answer correctly. The answers are not given in the usual numerical order so that you will not accidentally see the answer to the next question.

10

Basic English

These questions are very important. They will help you develop and improve your knowledge and Christian service. The suggested activities, too, are to help you go from theory to practice.

Audio Instructional Tapes The independent-study textbook (1ST) is accompanied by two audiocassette instructional tapes. The tapes are divided into a number of listening assignments called TAPE SEGMENTS. A segment is a part or section of the tape. Instructions on the tapes are designed to further clarify the material in the 1ST. The sample readings will make the course more meaningful for you. The 1ST will indicate, with the following instruction, when you should listen to a tape:

o«o

Listen to TAPE SEGMENT

At the end of each listening assignment, you will be asked to stop the tape and return to this 1ST to answer questions or do a reading assignment. Be sure to stop the cassette tape immediately after you hear the words: “PLEASE STOP THE TAPE NOW.” These are cue words that signal the end of each tape segment. Now it is time for your first tape assignment. You will find it at the beginning of side one of cassette number one.

o«o

Listen to TAPE SEGMENT INTRODUCTION

The material on these tapes will deal with various sections in the lesson development, such as figures and word lists and the glossary terms.

The instructional tapes are designed so that you may listen to each audiocassette as you study along with this 1ST and at other times as well. At this time, replay the TAPE SEGMENT—INTRODUCTION. As you listen to each tape segment, remember the advantage you have in studying this course—by rewinding one of these audiocassette tapes, you may have your audio instructor repeat his comments or readings as many times as you want. By replaying a tape segment, you may be certain to understand everything he says. Your next listening assignment will be in Lesson 3. Then you will listen to segments from Lessons 4 through 7, and Lessons 9 through 11, and the glossary terms.

Course Introduction

11

As you listen to the tape segments which follow, you will notice that each begins with words indicating the TAPE SEGMENT NUMBER and LESSON of that particular listening assignment. These cue words signal the beginning of each tape segment and guide your listening progress. The TAPE SEGMENT INDEX at the back of the 1ST will help you locate specific information on the cassette tapes accompanying this 1ST. This will be especially helpful when you are preparing for the unit progress evaluations and the final examination.

Study Methods

Be sure to read carefully the recommendations about study methods that you find in your student packet. They will help you know how ICI expects you to study a lesson, review for a unit progress evaluation (test) on a group of lessons, and prepare for the final examination covering all of the lessons. If you are not accustomed to studying as ICI recommends, adaptation of your studying methods will be important to your highest success in the course.

Ways to Study This Course

If you study this ICI course by yourself, all of your work can be completed by mail. Although ICI has designed this course for you to study on your own, you may also study it in a group or class. If you study this course in a group or class, the instructor may give you added instructions besides those in the course. If so, be sure to follow his instructions. Possibly you are interested in using the course in a home Bible study group, in a class at church, or in a Bible school. You will find both the subject content and study methods excellent for these purposes.

Credit for This Course To obtain credit with ICI for this course, you must pass the final examination. This must be written in the presence of an approved ICI examining supervisor. Since we have examining supervisors in many countries, it probably will not be difficult for you to meet with the one in your area. Your instructor will work out the details with you.

Also, this course may be taken for its practical value only, and not for credit. In this case, you will not need to send in any assignments or take the final examination. The study of this course will enrich your life whether or not you take it for credit.

12

Basic English

Credit by Examination

You may obtain credit for this course by passing the final examination without formally studying the course materials. However, since the independent-study textbook exercises and self-tests are designed to prepare you for the final examination, you may want to study these materials. Consult your ICI National Director for details.

Course Grade Your course grade is based on the supervised final examination. Your course grade will be listed as A for exceptional; B, above average; C, average; D, below average; U, unacceptable for credit; Inc., incomplete; WP, withdrew passing; WU, withdrew unacceptable.

Student Packet The student packet which you have received with this course contains instructions for taking the unit progress evaluations and the final examination. It also contains the unit progress evaluations, answer sheets, and other important forms. Use the checklist on the packet cover which tells you what materials you should submit to your instructor and when to submit them. You will also find the answers to self-tests in your student packet.

Unit Progress Evaluations and Final Examination Although your scores on lesson study questions, lesson self-tests, and the unit progress evaluations do not count in your course grade, you should send your answer sheets for unit progress evaluations to your instructor for correction and suggestions regarding your work. You can then review the material in your textbook and the Bible concerning points that were difficult for you. A review of the lesson objectives, self-tests, and unit evaluations will help you to prepare for the final examination.

Author of the Independent-Study Textbook Betty Jo Kenney has been a missionary with the Assemblies of God since 1957. Presently she lives in Hong Kong and serves on the external faculty of the Far East Advanced School of Theology in Manila. Her previous teaching experiences have been at Bible colleges in Fiji, Hong Kong, Korea, Malaysia, and the Philippines.

Course Introduction

13

Mrs. Kenney holds a diploma from Central Bible College and a B.A. from Northwest College of the Assemblies of God. She has taken graduate studies at the University of Oregon and Central Washington College of Education. For over twenty-five years she has been a published free-lance writer of poetry, articles and short stories. She is the author of two books.

Your ICI Instructor

Your ICI instructor will be happy to help you in any way possible. Ask your instructor any questions you may have about arrangements for your final examination in plenty of time so that plans can be made accordingly. If several people want to study the course together, ask your instructor about special arrangements for group study.

God bless you as you begin to study Basic English. May it enrich your life and ministry and help you fulfill more effectively your part in the body of Christ.

Vyšší odberná škola a teologická

V Zídkách 402,280 02 Kolín II

UNIT

1

Letter Writing

An Overview

During your school years you studied different types of writing. Which did you like most? Essay, report, or precis writing? Stories or poems? Every student learns to write. But very few people become professional writers after they leave school. In fact, it has been said that ninety-nine percent of all students will write nothing but letters after they leave school! I don’t quite agree with that. But that statement makes us know that letter writing is a part of almost every writer’s life. What you say, the message of your letter, is most important. But the way you say it and the way your letter looks also matter. When people read your letters, they form opinions of you. As you study this unit, you will learn the proper appearance, form, content, and style for both formal and informal letters.

Before you begin your study of Lesson 1, look at the sample letters in the lesson. The first one (Fig. 1.1) shows you the names of the parts of the letter. The others (Fig. 1.2 through 1.6) show you different forms that can be used for either formal or informal letters. Read the body of each letter carefully. Each one tells you more about the proper form for English language letters. As you study Lessons 1 and 2, you will look at these samples often for review. You can also use them as a guide when you write your own letters.

LESSON

1

Formal Letters

A friend of mine speaks and writes seven languages with ease. He once told me that each language he knows fits a certain kind of correspondence best.

“For example,” he said, “French is best for love letters. I always write to my wife in French when I am away from home.

“When I write to friends, I am very happy if they can read Spanish. In Spanish I find the words that best express my deep feelings of friendship. “But,” he went on, “when I write a business letter, I prefer to use English. English business letters are short and effective. They waste no time!”

Are your business letters effective? Whether you are a salesman, pastor, student, or housewife, you will write business letters. Well-written letters will bring better results for you. As a pastor you can use letters to extend your ministry within and beyond your community.

What Materials Will You Use? What Forms Will You Use? The Parts of a Letter The Shape of a Letter What Kinds of Formal Letters Will You Write? Business Letters Formal Invitations and Responses Newsletters What Style Should You Use? Content Forms of Address and Greeting

When you finish this lesson you should be able to:

lesson objectives

• Identify the proper materials, form, and style of formal letters. • Identify and write various kinds of business letters. • Describe the form and content of formal invitations and newsletters.

1. Preview the lesson by reading the introduction, outline, objectives, and key words.

2. Study all the figures of sample letters in the lesson. 3. Read the lesson. Answer each set of study questions before reading on. Some study questions in the course are multiple choice questions for which you will need to select the best of several possible responses. To indicate your choice, circle the letter preceding the one you chose.

4. Always check your answers for each section of the lesson with those given at the end of the lesson in the study textbook. If you make any mistakes, review the section until you can give all the right answers. 5. After you have finished the lesson, review the key words. Do you know the meaning of each one? If not, look it up in the glossary at the end of the study textbook. 6. Take the self-test at the end of the lesson. Check your answers with those given in your student packet. Review and correct any errors.

learning activities

18

key words

Basic English

With each lesson you will find a list of key words. You must understand these words to learn the lesson well. The meaning will usually be given in the lesson. If you do not understand the meaning when you read the words in the lesson, look for the meaning in the glossary at the end of the study textbook. The words are listed in alphabetical order from A to Z.

addressee align body casual colon comma complimentary close

correspondence data sheet greeting heading indent letterhead obsolete

ornate resumé salutation stationery stodgy tone

lesson development

WHAT MATERIALS WILL YOU USE?

OBJECTIVE 1. Identify what materials you should use for formal letters.

The appearance of your letter tellrf the reader something about you even before he reads your letter. Are you neat? Dirty smudges and wrinkled paper or clean, smooth paper will speak for you. Are you careful? Many errors, carelessly crossed out, will tell him you are not. A formal letter should be free of errors and obvious corrections. nil. cUtVit/t'M

You should use standard size, white, unruled paper. The standard size varies from country to country. It should be about the same size as the paper in this textbook. For very short letters you can use standard size or half size paper. For official letters use the best quality of paper you can afford. Type with a black nbobn. Use blue, black, or blue-black ink for writing. Bright colorsT>fpaper or ink are in poor taste for formal letters. In some countries the postal services will not handle^ letters addressed in red ink. Remember: use blue or black ink. The letter should be centered with one- to two-inch left and right margins. The top and bottom margins should be fairly equal. If the letter is long, use a second page. Do not write on the back of the page.

You should fold your letters in a way that will be quick and easy for your reader to open. When you use a long envelope, fold the bottom third of the letter up over the body of the letter. Then fold the remaining top part down over that fold to about one centimeter from the first fold.

When you use a short envelope, fold the lower edge of the letter up to about a centimeter from the top edge. Fold the right side over a little more than one-third. Then fold the left side to about one centimeter of the right fold.

Lesson 1.

Formal Letters

19

The envelope should match the paper in color and quality. Address the outside of the envelope in the same form as the inside address (block or indented, see Figs. 1.2 to 1.5). Use blue or black ink or black type. If the address is handwritten, be sure to write clearly. Be careful to give the complete address.

1 For each category of materials below, underline the items that are the correct materials to use for formal letters.

a

Paper for long letter: pale green, standard size, half size, extra long, white

b

Ink or type color: blue, black, red, blue-black, dark green

c

Paper for short letter: half size, grey, standard size, blue, white

d

Paper for standard long envelope: thrice-, twice-, or once-folded

WHAT FORM WILL YOU USE? The Parts of a Letter

Review carefully Figure 1.1 on the next page. Notice the parts of the letter. There are seven main parts: 1.

Heading (may include a printed letterhead)

2.

Inside address (of the addressee)

3.

Greeting (also called salutation)

4.

Body (the message of the letter)

5.

Complimentary close (polite ending)

6.

Signature section

7.

Reference section

OBJECTIVE 2. Identify the seven main parts of a letter.

20

heading

Basic English

INTERNATIONAL CORRESPONDENCE INSTITUTE Chaussee de Waterloo, 45 1640 Rhode-Saint-Genese (Brussels) Belgium

June 1, 1983

inside address

English Student Any Street Any City, Any Country

greeting

Dear Student: I am pleased to show you the different parts of a letter. When you use printed stationery, the printed part is the letterhead. If you do not have a printed letterhead, type or write your address above the date. Your address and the date are called the heading.

body

You place the address of the person or company to whom you are writing on the left side, two or more line spaces under the date. In the letter it is called the inside address. The outside address should be written on the envelope in the same style as the inside address (indented or block form, see Figs. 1.2 to 1.5).

The body is the message of your letter. It follows two line spaces under the greeting. The signature section gives your identity. It is below the complimentary close. The reference section gives extra information about the letter.

Learn the names of the parts of this letter. I will refer to them often in this unit. complimentary close

Sincerely yours, signature

typed name signature identification

signature section

BJK:th

reference section

to whom

yD

B. sc Kenney Course Author

initials of writer and typist enclosures (if any) carbon copies (if any)

Figure 1.1

The Parts of a Letter

®

Lesson 1.

Formal Letters

21

The heading includes your address and the date you write the letter. If you use a printed letterhead, you write only the date. If you do not have printed stationery, you should type your address above the date as shown in Fig. 1.4.

The inside address includes the full name and the address of the person or company to whom you are writing (the addressee). This is usually typed with a straight left margin and forms the left margin line of the paper. In a handwritten indented business letter you may prefer to indent the heading. The inside address may be either straight or indented (Figs. 1.4, 1.5). The punctuation of the heading, inside address, and envelope address should be uniform. You can use either of two styles: open or closed. With closed punctuation you place a period at the end of the last line. Commas go at the ends of the other lines (Fig. 1.5). In some countries this is the preferred style. In other countries it is out-of-date and the open style is used. If you are writing to a modern Western country, use open punctuation. In this style you do not punctuate the ends of the lines in the addresses (Fig. 1.4). The greeting of a business letter is followed by a colon (:). Forms of greetings in common use are listed in Fig. 1.13. Read that list now. Learn the greetings you expect to use often. Refer to the list when you are not sure which form to use. The body of the letter is your message. We will discuss the message in detail later in this lesson. The complimentary close is a polite ending to your message. Some forms to use include: Yours truly,

Cordially,

Sincerely,

Very sincerely yours,

Sincerely yours,

Very truly yours,

You may use other short endings. Long or elaborate endings (such as “Hoping to enjoy a continuing association, I am yours truly”; “Thanking you for your cooperation in advance, I remain sincerely yours”; or “Your most humble and obedient servant”) are now out-of-date. Put a comma (,) after the complimentary close. Very modem use of open punctuation allows you to write the greeting and complimentary close without any punctuation. The signature section may have one, two, or three lines. Your hand-written signature goes under the complimentary close. This identifies you as the author of the letter. Under your signature is your typed name (for easy reading). If your position in an organization has a relationship to the letter, state your position on the third line of the signature section (Figs. 1.1, 1.3, 1.5).

Basic English

22

2

State the reason for using each line of the signature section:

a

First line.........................................................................................................

b

Second line.....................................................................................................

c

Third line.........................................................................................................

It used to be necessary for a woman to identify herself as “Miss” or “Mrs.” so the reader would know how to address the answer to her letter. This is no longer necessary, since the title “Ms.” can be used for both married and unmarried women, just as the title “Mr.” is used for both married and unmarried men. You may need to add a reference section at the bottom left margin of your letter for one of the following reasons:

To identify the author and typist (Figs. 1.1, 1.3-1.5) To let the reader know if there should be other items with the letter (Fig. 1.4) 3. To identify what other persons are receiving copies of the letter (Fig. 1.3) 1. 2.

3 List three kinds of information that may be included in the reference section of a letter. . a . AAk’Ah. .'W.Q-fA’i ........................................................................

b c

.uber. ............................................................................................. ..........................................................................................................................

4 Match the parts of a letter (right) with the appropriate items (left) by placing the correct number in each blank space. .. . a The message

. . . . b Copies of letter . .. .c Dear Sir: . ... d Handwritten signature

. . . .e Initials of author and typist . . . f Yours truly, .. . .g Your address

... h Address of person you are writing to . .. i The date . .. j Your position

... .k Enclosures . .. .1 Your name typed

1) 2) 3) 4) 5) 6) 7)

Heading Inside address Greeting Body Complimentary close Signature section Reference section

Lesson 1.

Formal Letters

23

The Shape of a Letter

Your letter as a whole should look attractive when your reader removes it from the envelope. There are standard shapes for formal letters. These shapes change as years go by. Learn what forms are in use now. Then keep up-todate in years to come.

The strictest form is in formal invitations and responses. These shapes are discussed later in the lesson.

Business letters also have set forms. But there is more variety in form as older shapes change. The shape of a business letter is determined by the use or lack of use of indenting. In the fully indented form (Fig. 1.6) the first line of each paragraph is indented, as well as all lines following the first line in the heading and inside address. The signature is indented below the complimentary close. This form has been in use the longest. It is still in accept­ able use and is preferred in some countries for all kinds of letters. It is often used with handwritten business letters.

In the full block form (Fig. 1.2) no lines are indented. All lines begin at the left margin. Reading ease comes from dividing parts of the letter and paragraphs within the body by extra spaces. Full block is the newest form. It is usually used only with typed letters. Other block forms (Figs 1.3, 1.4) use straight left margins for some parts of the letter and indent some lines. Learn the different forms. When you write a letter, choose the form that best suits your purpose and use the sample letter as a guide for the shape of your letter.

There is no set form for newsletters. You cannot use an inside address if it is duplicated. Since it is awkward to find a greeting that suits everyone, it is wise to also leave out the greeting. The body looks good in one of the modified block forms (Figs. 1.3, 1.4). Use a standard complimentary close. Unless it is a very large mailing, sign the letters by hand. Be sure to put your address and the date in the heading.

OBJECTIVE 3. Identify elements of the various forms for formal letters.

24

Basic English

INTERNATIONAL CORRESPONDENCE INSTITUTE Chaussee de Waterloo, 45 1640 Rhode-Saint-Genfese (Brussels) Belgium

March 15, 1982

Mr. Juan de la Cruz 219 Dapu Lapu Street Mounte Vista, Quezon

Dear Mr. de la Cruz: Thank you for your letter asking about forms of business letters. If you want to use the newest form for your business letters, use full block form. In this form you will not indent any part of the letter. Every line begins at the left margin. If you do not have a letterhead on your paper, also begin the heading at the left margin, above the date.

When your letter is long, start the inside address four lines below the date. If the letter is short, start six or more lines below the date. Leave one blank line-space between the following parts: the inside address and the greeting; the greeting and the body; each of the paragraphs in the body; and the body and the complimentary close. Leave three blank line-spaces between the complimentary close and the typed signature. There must be room to write your signature without crowding.

Very truly yours,

Jane Doe

Figure 1.2

Full Block Form, Open Punctuation

Lesson 1.

Formal Letters

INTERNATIONAL CORRESPONDENCE INSTITUTE Chaussee de Waterloo, 45 1640 Rhode-Saint-Gendse (Brussels) Belgium

15 December, 1981 Ms. Fulana de Tai Apartado 8518 Panama 5, Republic de Panama Dear Ms. de Tai:

In your letter you stated that the full block form is not commonly used in Panama. You may prefer to use the modified block form. In this form some parts of the letter are placed on the right side of the page. If your paper has a letterhead, form the right side margin with the date as shown above. The complimentary close and signature section (your name written by hand, your name typed, and your position) should have a straight left margin. This section of the letter is placed to the right of the center of the page. Add a reference section at the bottom of the letter (left side) if you dictate it and a secretary types or write it. Your initials are followed by a colon, then the typist’s initials. In this section you should also note whether you have enclosed anything with the letter and how many items. If you send copies of the letter to anyone other than the addressee, also show this in the reference section. Note the items in the reference section of this letter. Yours truly,

Jane Doe, Secretary English Department

JD: ef cc: Dean John Ketchnal

Figure 1.3 Modified Block Form, Open Punctuation

25

26

Basic English

1524 San Antonio Drive Dallas, Texas 75224 United States of America June 29, 1982

Mr. Johann Maier, Director English School of Business Leopoldstrafle 55 8000 Munchen 40, Germany Dear Mr. Maier: I am happy to show you the modified semiblock style for letters. The heading which includes the date forms the right margin. You may want to align the left side of the heading with the left side of the complimentary close and signature section. If your paper has a letterhead, the date alone forms the right margin.

You should indent the first line of each paragraph five or ten spaces. Single-space within your paragraphs, but double-space between paragraphs. I am enclosing samples of the full block and modified block forms also. Any of these forms is in good taste for business letters.

Sincerely yours,

JD: el Enclosures

Figure 1.4 Modified Semiblock Form, Open Punctuation

Lesson 1.

Formal Letters

Major Business School 1524 San Antonio Drive Dallas, Texas 75224 United States of America May 1, 1980

Dear Mr. Gaad:

I was interested to learn that in your country the indented style is still the only form used for letters. I am happy to show you the indented form for business letters.

The heading and date are aligned as above and form the right margin. If you use letterhead paper, center the date under the letterhead. If the letter is handwritten, you may wish to indent the lines of the heading also. Indent and space your paragraphs as in the modified semiblock form I sent you. Also indent the signature section as below.

In this style you place the inside address, indented from the left, two line-spaces below the signature section. You would not add this inside address to a personal letter.

The reference section is at the left margin.

Very truly yours, (wL/U John Doe, Director Mr. Afo Gaad, 20 Ruz Road, Ualla, Landenau.

ID: ef

Figure 1.5

Indented Form, Closed Punctuation

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P. O. Box 324 Kumasi, Ghana 3 May, 1982

Gentlemen:

I was taught in my school days that the fully indented form was the way to write a letter. Now my son tells me there are other forms to use. Is this correct? In the fully indented form I learned to indent the first line of each paragraph. I learned also to indent every line following the first one in the addresses. I indent the signature below the complimentary close, too.

My son gave me your address. Do you have a booklet about letter-writing that I can buy? I want to know the other forms. Yours truly,

Asima Nikabon Major Business School 1524 San Antonio Drive Dallas, Texas 75224 United States of America Figure 1.6 Fully Indented Form, Open Punctuation

5 Match the forms of letters (right) with the descriptions (left). You will need two answers for some items. ... .a The only indentation is the first line of each paragraph.

1) 2) 3) ... b The heading, complimentary close, .. . . ° f .4) and signature section appear to the right of center with a straight left margin.

Full block form Modified block form Modified semiblock form T , . . Indented forms

... c The inside address follows the signature section. .. .. d All seven parts of the letter begin at the left margin with no indentation.

... e The lines of the addresses and signature section are indented. ... f The first line of each paragraph is not indented.

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6 Circle the letter preceding each TRUE statement concerning forms of formal letters.

a The oldest business letter form is the full block. b The strictest form is for formal invitations and responses. c There is a set form for all newsletters. d The full block form is usually used only for typewritten letters. e Unless a newsletter mailing is too large, you should sign each letter by hand.

WHAT KINDS OF FORMAL LETTERS WILL YOU WRITE? Business Letters Do you remember what my friend said about English business letters? “They waste no time!’’ You should not waste your time or your reader’s. In the first paragraph you should state your purpose and give necessary details related to it. If one paragraph will say all that is necessary, do not add more. Add short paragraphs only as needed, in logical order.

Your letter should be as brief as possible, while giving all necessary details. You should be courteous, but you should not use ornate or old-fashioned phrases: “Thank you for your offer of. . not “Beg to acknowledge your most accommodating and generous offer of . . .”

Use plain words that are in common use; do not use stodgy business language:

“Thank you for your order of August 10th . . not “In pursuant to your favor of 10th inst. received and duly noted ...” Remember what I said earlier about out-of-date complimentary closes. Do not use them. End your letter with an effective statement related to the purpose of the letter like one of the samples below. Then use a brief complimentary close.

Can you supply all these books in a Spanish translation? (a direct question)

We would like to take you to The Peak for dinner if you can arrive a day before the convention starts, (an invitation) Again, let me say that I heartily recommend Pedro for the position as manager of your Bible Book Store, (restatement) Promptness and accuracy are vital to good business correspondence. Be sure your replies do not raise more questions than they answer. Supply all needed information correctly.

OBJECTIVE 4. State general principles for writing the body of a business letter.

OBJECTIVE 5. Identify specific aspects of various kinds of business letters.

OBJECTIVE 6. Write sample letters.

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7 List five general principles for writing business letter bodies. Write your answer in your notebook.

We shall now discuss the specifics for writing various kinds of business letters to fit a variety of needs.

Applications

When you apply for a job or position, follow the above guidelines for business letters. In addition, remember to do the following: 1. Show a positive interest in the job.

2. Indicate how you learned of the job opportunity. If a person whose opinion would be respected suggested that you apply, use his name (with his permission).

3. Tell what training or experience qualifies you for the job. If your qualifications are lengthy, write a short letter and attach a “data sheet” with a listing of your experience and training. 4. If you give names and addresses for reference, be sure to ask for permission from the persons listed before you write the letters.

Here is a sample body of an application letter:

Dear Brother Kim, Our district superintendent, Brother Chin, told me that you are planning to add a youth director to your church staff. He suggested that I write to you of my interest in youth ministry. I graduated in June from Bethany Bible Institute. The last two years of my studies I directed the youth evangelism team. God has given me a special interest in youth. It has been my joy to lead fifteen teenagers to Christ in personal evangelism, in addition to many who have come to Christ in our services. If you and your church board would like to meet me, I could come to your church at any time convenient to you after the end of this month. I will be here conducting evangelistic meetings the rest of this month. You can reach me at the above address or telephone number 1-321-407.

You can contact either of these persons for further information about my life and ministry:

The Reverend Andrew Lim, 23 Winding Road, Moon City 3-456-122. Mr. Martin Jones, Headmaster, Boys’ Secondary School, First Drive, Moon City 3-218-416

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8 Write an application similar to the one above for a job or position you would like to have. Follow correct form (choose one from Figs. 1.2, 1.3, or 1.4). Remember what you have learned about writing business letters in general and application letters in particular. Use standard size paper.

If your training and experience record is long, you might find it awkward to include all of it in a letter. In this case it is best to compose a factual data sheet called a resume and just fill in the blanks with facts and figures. Rather than using complete sentences, use a brief listing style. See the sample form in Figure 1.7. Under “Education” list items only up to the level you have completed. If you have not earned a diploma or degree, leave out that line. Under the section “Experience” you will include all military, job, or volunteer experience that has helped to prepare you for the job you are seeking. For the section “Special interests” include your talents, hobbies, and any group affiliations (such as Boy Scout Leader). For “References” be sure to ask permission before using a person as a reference. You may alter the format of the data sheet to fit your specific needs. When you send a data sheet, do not repeat any of the information on it in your letter that accompanies it. The letter should be brief. Type the data sheet if at all possible.

9 Prepare a resumexform for yourself. Include all data to date. Keep the form in your file of important papers. When you need to apply for a job or new position, use this form as your guide. Update the information on it and retype the whole thing on clean paper. Do this each time you use it to keep the information up-to-date.

Introductions and Recommendations

Pastors and school administrators and teachers are often asked to supply letters of recommendation. Use one of the business forms for these letters. Follow previous guidelines for business letters. In addition, follow these: 1. State your relationship to the person whom you recommend (teacher, pastor, supervisor, etc.)

2. Tell how long you have known him or her.

3. Be sincere: list positive traits that you know would help the person to fulfill the job needs; mention in a kind way any trait that you know would make the person unable to do the job. Remember to be as brief as possible, while giving all necessary details.

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RESUME Name.......................................................... Telephone............................. Address.......................................................................................................

Height.... Weight.... Marital status.... Number of children.. .. Education: Primary

.... years at.....................................................................

Secondary.... years at.....................................................................

Higher

.... years at.....................................................................

Diploma or degrees earned...............................................................

Experience:

Special interests:

References:

Figure 1.7

Sample Data Sheet (Resume)

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You may be asked to supply a letter of introduction. Make a simple statement of introduction (“Let me introduce my friend Marie Motte”). Then follow guidelines 1 and 2 for letters of recommendation. Add anything you want your correspondent to know about the person you are introducing.

If you are a pastor, when a family in your church moves to another town, write a letter of introduction for them to take to the church they will attend there. If you can get the address of the church, send another letter of introduction directly to the pastor by mail. Then he can visit the family and make them feel welcome. Inquiries and Replies

When you must write for information, write a short letter. If your questions are “lost” in the middle of a long general letter, your reader may forget to answer. If you have several questions, it is a good idea to number them so none will be overlooked. If you must write a long general letter, it is wise to put the questions on a separate paper. In the letter you can say: “I am enclosing a list of questions that I need answered. I will appreciate your help very much.” If the information is urgently needed, you might add a specific time: “ . . . answered before June 12.” Remember to be courteous.

Try to answer letters of inquiry as soon as possible, depending on the urgency of the letter. Again, supply all needed information correctly. Your helpfulness will bless others, whether your work is religious or secular. Remember the Bible’s golden rule: Do for others what you would like them to do for you. ♦

Orders When placing orders to business firms, use one of the block forms (Figs. 1.2, 1.3, or 1.4). If you are ordering more than one item, it is helpful to place the order in column style (see Fig. 1.8) with all the information you have. Title your columns to fit your order. State in the letter how much money is enclosed and whether it is by check or money order. Do not mail cash.

If you must have the order by a certain date, be sure to include that information with your order. If it is a bulk order to be used by an organization, you should ask if the firm gives a discount for orders from schools, churches (whatever your group is).

Basic English

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Item

Color

Catalogue Number and Description

Price Each

Total

4

T-Shirts

White

512 "Jesus Loves Me"

$1.00

$ 4.00

6

Books

Red

431 Alive in Christ

2.00

12.00

5.00

15.00

How Many

paperback

3

Pins

Gold

42 Descending dove

Total

$31.00

Figure 1.8 Sample Order Form

Remember to be as brief as possible, while giving all necessary details.

Refusals No one enjoys writing letters of refusal. But in life we must sometimes say, “No.” The important thing is how we say it which creates the tone of the letter. Take the time to be courteous. Think how you would feel if you received the letter. Pray. Ask God to help you to say the right thing in a kind way. If you never intend to grant the request, do not raise false hopes. If you think you could grant the request at another time, say so.

Compare the following refusals: 1. “No, but I’m sorry”:

Dear Brother Kpeli: It was good to hear from you. Yes, we enjoyed the convention very much, too. Wasn’t the ministry in the evening services inspiring? It gave me new strength of purpose. Thank you for your offer to come to our church in October to teach a series on Revelation. I have seriously considered your offer. I have prayed about it. I discussed it with our church board. I hope you will not be too disappointed, but we have concluded that we cannot have you come.

I pray that God will open another door of opportunity for your teaching ministry.

2. “No, I’m sorry. Maybe later” (change the last paragraph of the letter above): Please contact me again next year, earlier in the year. We would like to have your ministry then if our plans and yours can fit together. I pray that another door will open for you in October. We have heard good reports of your ministry and thank God for you.

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3. “No. And I’m glad”: Dear Brother Kpeli: I got your letter last month. We will not schedule the meeting you asked for in October. Why didn’t you ask me at the Convention? I could have told you then. Or did you just write to me because another church canceled you out. Don’t think you can come here. Now or ever! I can do all the teaching in our church.

Which letter would you want to receive? Which kind do you send?

Claims and Complaints

Use proper business form. A well-presented letter tells the receiver that you are a careful, caring person. Follow other general guidelines: be brief, be accurate, be specific. In addition, follow these: 1. Establish your identity. Tell when or where you received the unsatisfactory article or service.

2. Tell why you are seeking an adjustment. What is the problem?

3. Tell what you think should be done for a fair adjustment. 4. Remember to be courteous. 10 Imagine that you ordered an expensive Bible or other book. When you received it, you found the cover was upside down. Write a letter of complaint to the Bible Book Store. Use good form.

Pastoral Care

Pastors who use letters correctly extend and enhance their ministry. In all of your dealings with businesses use courteous, well-presented letters. It opens doors for your church in the community.

When you write to government officials, be certain to follow correct form. Use the best paper you can afford. Type the letter. Be sure to use proper forms of address (see Fig. 1.13). Write courteous letters of commendation to newspapers and officials when you can do so sincerely. Get to know prominent people through occasional correspondence with them. Then, should you need to write to them on matters pertaining to your church, you will not be a stranger. 11 Explain the value of a pastor’s efforts to correspond with the officials of the community.

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12 Match the specifics (left) to the kinds of business letters (right). a Might use a column style

1) Applications

b State the problem

2) Introductions, Recommendations

c Make questions stand out

3) Inquiries, Replies

d List positive traits of someone

4) Orders

5) Refusals

e Say “no” courteously

6) Claims, Complaints

.... f Include personal data

Formal Invitations and Responses OBJECTIVE 7. Describe the correct form for formal invitations and responses.

The formal invitation and response follow a fixed style that has not changed for many years. Each country has set forms to be followed. The formal invitation should be used only for an important formal function. It should be engraved or handwritten, never typewritten. If you have it engraved, ask the engraver for samples to follow. If you cannot afford engraving, it is correct to write by hand. If possible, look at samples. If you cannot find samples, go by these guidelines:

1. Use white cards or very heavy white paper, about 9 by 13 cm.

2. Use no abbreviations or numerals (see Glossary) in the message. 3. Use formal language. 4. Write in block form with equal side margins or separate the lines by content, centering each line, as follows:

first line—your name or your organization second line—the invitation

third line—the occasion fourth line—the date

fifth line—the hour sixth line—the place If you expect to receive a reply, write in the lower left corner “Please reply” or “Please respond.” Or you may use the letters “R.S.V.P.” This is a standard abbreviation for the French phrase Repondez, s'il vous plait, meaning “Reply, if you please.”

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Compare the block form and centered form for formal invitations:

Figure 1.9 Invitation: Handwritten, Lines by Content, Centered

Figure 1.10 Invitation: Handwritten, Block Form

Notice that the formal invitation has no heading, inside address, greeting, complimentary close, or signature. Do not use first person (I, we). Use third person (they, he, she). Name yourself and name your guest. Put your return address on the back of the envelope.

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Figure 1.11

Accepting, Handwritten, Centered Lines

Figure 1.12 Declining, Handwritten, Block Form 13 Complete the following statements:

a

Two forms that are correct for formal invitations are

b

Two short forms of words that are not acceptable in formal invitations are

c

Formal invitations should be engraved or................................................. but never.........................................................................................................

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Newsletters

Newsletters are used by persons who want to send the same message to many people. Often newsletters become a periodic regular means of communication. They are usually duplicated by machine. Some people who use newsletters are salesmen, business men, pastors, missionaries, and organization leaders.

OBJECTIVE 8. Describe how a newsletter differs from a business letter.

Newsletters are formal in that they are not personal letters. However, the style of a newsletter is usually more relaxed and “personal” than that of a business letter. Also, the newsletter does not conform to business letter form which requires an inside address.

When you compose a newsletter, imagine that you are writing to a friend. Include news relating to your work. Also include personal insights (how you feel about things). If your letter is to distant Christian friends, share prayer needs with them in your letter. As they pray for you, you will be encouraged. They will be drawn nearer to God and nearer to you. In following newsletters share answers to prayer. Your newsletters will hold greater interest if you deal with one or two subjects or experiences in full and vivid detail than if you briefly mention many things. 14 Tell how a newsletter differs from business letters.

WHAT STYLE SHOULD YOU USE? Content - e&voJk Throughout the lesson I have discussed content style. The key elements are listed below in question form, as a summary of the style you should use. When you write a business letter, ask yourself these questions. If you can say “yes” to each question, you have written a good business letter.

Is Is Is Is Is Is

it brief, but complete? it courteous? -tA/wm. X/ । it plain and clear? y-^y it accurate? yu/vvj it helpful?

Is it positive? Is it sincere? it prompt? ' Is it direct? Is it natural? y Is it neat? AdOzvy .-/IajiZV

15 Evaluate your letters of application and of Complaint with the above checklist. Did you answer "no” to any question? If you did, rewrite the letters until you can evaluate them with twelve “yes” answers each.

OBJECTIVE 9. Analyze your business letters according to a given checklist.

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Forms of Address and Greeting OBJECTIVE 10. Identify proper forms of address and greeting.

Forms of address (titles) vary from country to country. For government officials and church officials in your country, always check with a local authority to be sure you use the correct form. For business firms and other organizations, use their full correct name.

Standard forms of greeting in a business letter include: To a man: To a woman:

Dear Dear Dear Dear Dear Dear

Sir: Mr. (family name): Madam: Ms. (family name): Miss (family name): [if unmarried] Mrs. (family name): [if married]

Listed below are some forms of address with a suggested greeting form. The full name is used with the title; the family name, with the greeting. Greeting

Form of Address

Government official The Honorable Peter M. Cain Judgeship His official address Clergyman The Reverend Philip R. Lyon or Pastor Philip R. Lyon Address

Doctor Dr. John L. Collins Residence address or John L. Collins, M.D. Office address

Dear Sir: or Dear Mr. Cain:

Dear Father Lyon: (Catholic) Dear Brother Lyon: (Protestant) or Dear Mr. Lyon: or Dear Sir: Dear Dr. Collins:

Dentist Dr. Robert B. Thomas Residence address or Robert B. Thomas, D.D.S. Office address

Dear Dr. Thomas:

Business The Peters Petroleum Co. Address

Gentlemen:

College or university official Dean Wayne N. Anderson or President Alien B. Foote or Professor Alice L. Cole Address of college

Dear Dean Anderson: Dear President Foote: Dear Professor Cole:

Figure 1.13

Forms of Address and Greeting

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16 Match the forms of address and greetings (left) with the appropriate category of people (right). .. . a Dr. Howard P. Cutter

. . . b Professor Alfred T. Fox

1) 2) 3) 4)

Government officials Clergymen Doctors University officials

.... c The Honorable William M. Peters

. . . d Dear Dean Culley:

... .e Dear Brother Smith: ... f Pastor Benjamin R. Tucker Now you are ready to take the self-test. Review all the lesson objectives to see if you know the material. Write your answers to the questions. Do not guess when you do not know an answer. Look back in the lesson to find the right answer.

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self-test After you have reviewed this lesson, take the self-test. Then check your answers with those given in your student packet. Review any questions you answered incorrectly. COMPLETION. Fill in the blank space with the correct word or words.

1

The best color of paper for formal letters is...........................................

2

Paper for long business letters should be......................................... size.

3

You should type business letters or use................................... color ink.

4

The envelope should.............................. the paper in color and quality.

5

The shape of a business letter is determined by the use or lack of use of

6

In the............................ form for business letters no lines are indented.

7

There is no set form for..............................................................................

8

The form for.................................has been the slowest form to change.

9

The letters RSVP mean..............................................................................

10

With a letter of application you can include extra information on a

11

List in order the seven parts of a formal business letter:

ALTERNATE CHOICE. For each item pertaining to the parts of a business letter, choose the correct word either a) or b). .

... 12

. ... 13

Use of commas and periods to end each line of each address a) open b) closed Punctuation used at end of greeting in formal letter a) comma b) colon

.

... 14 Second set of initials in the reference section a) typist’s b) addressee’s

.

... 15

Full name in the inside address a) addressee’s b) author’s

. ... 16 Preferred style of complimentary close a) elaborate b) short

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.... 17 The location of the date a) heading b) inside address

.... 18 Presence of a signature a) not necessary b) necessary .... 19 Punctuation used at the end of the complimentary close a) comma b) colon

Identify each item pertaining to newsletters as A if it is a guideline, or B if it is not a guideline.

... .20 Include brief references to many events. ... .21

Create a “personal” style.

... .22

Follow exact business letter form.

... .23

Use it if you want to send the same message to many people.

TRUE-FALSE. Write T in the space before each true statement, F for false.

... .24 The minimum number of paragraphs in a business letter is three. ... .25 Being brief is a negative feature in business letters.

... .26 The language in a business letter should be common and concise. ... .27 An effective ending statement for a business letter would be a direct question, an invitation, or a restatement.

... .28 Formal invitations may be handwritten or typewritten. ... .29 Use a person’s full name with the greeting of a letter. .... 30 The lines of a formal invitation may be centered or in block form.

... .31

Business letters need to be courteous, accurate, prompt, and neat.

32 MATCHING. Select the correct kind of business letter (right) for each situation (left).

... .a , .. . b

A book you ordered arrives damaged. . ,. , _ A friend wants your support.

... .c

You want a specific job.

.. . d

You cannot accept an invitation to speak.

... .e

You need more information about a school.

.. . .f

You need new song books.

1) Application 2) Recommendation ', 3) Inquiry 4) Order

5) Refusal 6) Claim

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answers to study questions 9 Your answer. Check your data sheet with the sample in the lesson. Save it for your own use. 1 a b c d

standard size, white blue, black, blue-black half size, standard size, white twice-folded

10 Your answer. Check it with the sample letter forms and the letter of complaint. Save it for further directions in study question 15. 2 a Handwritten signature to identify yourself. b Typed name for easy reading of your name. c Identification of your position in an organization. 11 It establishes a good basis for future correspondence concerning specific issues.

3 a Initials identifying writer and typist. b Reminder that something is enclosed with the letter. c Names of others who are receiving a copy of the letter. 12 a 4) b 6) c 3) d 2) e 5) fl)

4 a b c d e f g h i j k 1

4) 7) 3) 6) 7) 5) 1) 2) 1) 6) 7) 6)

Orders. Claims, Complaints. Inquiries, Replies. Introductions, Recommendations. Refusals. Applications.

Body. Reference section. Greeting. Signature section. Reference section. Complimentary close. Heading. Inside address. Heading. Signature section. Reference section. Signature section.

13 a block form and centered form, b abbreviations and numerals (figures), c handwritten, typewritten. 5 a 3) Modified semiblock form. b 2) Modified block form, 3) Modified semiblock form. c 4) Indented forms. d 1) Full block form. e 4) Indented forms. f 1) Full block form, 2) Modified block form.

14 A newsletter is more relaxed and personal. It doesn’t have an inside address. 6 a b c d e

False. True. False. True. True.

15 Your answers. You might have a friend read your letters to see if they are clear to him. 7 State your purpose in the first paragraph, give necessary details, be brief, be courteous, use plain language, end with an effective statement, be prompt and accurate.

16 a 3) b 4) cl) d 4) e 2) f 2)

Doctors. University officials. Government officials. University officials. Clergymen. Clergymen.

8 Your answer. Check it with the sample letter forms and the letter of application. Save it for further directions in Study Question 15.

Lesson 1.

Formal Letters

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LESSON

Informal Letters

In Lesson 1 we studied formal letters. We usually write formal letters because we must. Our work or custom requires that we do. However, most people, other than those in business, write more informal letters than formal ones. And most of us should write more informal letters than we do! Informal letters are also called “personal” or “friendly” letters. A Bible proverb says, “A man that has friends must show himself friendly.” Letters can help you make new friends and strengthen old friendships. Through letters you can minister love to friends far or near.

Can you think of someone whose life has blessed yours: A teacher whose example inspired you? A parent who gave up much for your benefit? A pastor whose message from God changed your life? A former classmate who helped you with your studies? You can bless him in return. Write him a letter today. It need not be long. Just a short, sincere “thank you.” You’ll be glad you did. And so will he! What Materials Will You Use? What Form Will You Use? What Kinds of Informal Letters Will You Write? Thank You Sympathy Reconciliation Invitations and Responses Congratulations Information Pastoral Care What Style Should You Use? Content Forms of Address and Greeting

lesson objectives

When you finish this lesson you should be able to: • Identify suitable materials and forms for informal letters. • Describe different kinds of informal letters.

• Write informal letters in the proper form and style. • Be more alert to many opportunities for showing Christian love through informal letters.

1. Preview the lesson by reading the outline, objectives, and key words.

learning activities

2. Work through the lesson, completing the study questions in each section before starting the next section.

3. Check your answers with those at the end of the lesson. Review the section if you gave any wrong answers. 4. Review the key words. Look in the glossary for the meaning of any you cannot define.

5. Review the lesson and take the self-test. Check your answers with those given in the student packet. 6. Review Lessons 1 and 2 in preparation for Unit Progress Evaluation 1 which is in your Student Packet. Follow the instructions in the Packet for reviewing for the examination and taking it.

correspondent floral design

monogram reconciliation

key words

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lesson development

WHAT MATERIALS WILL YOU USE?

OBJECTIVE 1. Identify mat­ erials suitable for informal letters.

With informal letters you are more free to choose a variety of materials. White paper and blue or black ink are good for informal as well as formal letters. If you prefer colored paper, choose a pale color. You may like to buy special note paper. Choose a design that will not obscure your writing. Your own personality and the age and interests of the person to whom you are writing are guidelines that will help you choose suitable note paper.

Informal letters are usually handwritten. However, if your handwriting is hard to read, it is a kindness to type your long letters. Short notes of a highly personal nature (such as those to say “thank you,” express sympathy, or extend congratulations) should always be handwritten. You can write on both sides of the paper in informal letters. With folded note paper write as numbered in Figure 2.1. For long letters write on pages 1, 2, 3, and 4. For shorter ones write on page 1 and, if needed, page 3. Go on to page 4 if you need even more space.

Figure 2.1

Folded Note Paper

The envelope should match your paper. Fold standard size paper according to the instructions in Lesson 1 for formal letters. Note paper already has one fold and should be equally folded once more.

1

Circle the letter preceding each TRUE statement below.

a b c d e f

Standards for materials for informal letters are very strict. Bright colors (such as green or purple) are best for friendly letters. Informal letters are usually handwritten. Notes to thank someone for a gift should always be handwritten. Long letters to family or close friends should never be typed, You can write on both sides of the paper in a personal letter.

Lesson 2.

Informal Letters

49

WHAT FORM WILL YOU USE? Personal letters are more casual than business letters. Look again at Figure 1.1 in Lesson 1. There are several parts of that sample letter that should not appear in a personal letter. Your paper can be printed with a floral or other design or a monogram but it should not have a business-style letterhead. Write your address above the date in the heading. In letters to family or close friends who know your address, you need not write your address. In that case only the date is the heading. Do not put the inside address of your correspondent in an informal letter.

Use a comma after the greeting. The standard greeting is “Dear ....,” with your correspondent’s name put in the blank. With close friends or family you may wish to use a more intimate greeting. The complimentary close instructions for formal letters also apply to informal letters. You may, however, use the shorter “Yours” or a more intimate closing. You are free to express the warmth of your feelings in the greeting and close. Your handwritten signature is the bottom line of an informal letter or note. The rest of the signature section and the reference section do not belong in a personal letter. Sign your full name or only your given name depending on how well you know the correspondent. Look again at Figures 1.2 through 1.6 in Lesson 1. The forms best suited to handwritten personal letters are modified semiblock or indented. You may use open or closed punctuation in the heading and envelope address.

2 Listed below (left) are things that pertain to letters. Match them to the appropriate kinds of letters (right).

... a Date only in heading .... b Use of both sides of paper

... .c Reference section .... d My darling Maria,

. .. e Letterhead .. . f Inside address of addressee

.. . .g Open punctuation in heading . ... h Indented form .... i Floral design paper

.. . .j White paper .. . k Yours truly,

1) Business letter 2) Personal letter 3) Both of the above

OBJECTIVE 2. Distinguish between the forms of formal and informal letters.

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Basic English

WHAT KINDS OF INFORMAL LETTERS WILL YOU WRITE?

Thank you OBJECTIVE 3. Identify characteristics of several kinds of informal letters.

OBJECTIVE 4. Write specific kinds of informal letters.

In this busy life of ours, few people take the time to write “Thank you’'’ in return for a favor or kindness. We think it, but we seldom say it! When Jesus was on earth, one day he met ten-lepers and healed them all. Only one took the time to thank him later. Are you the one person in ten who will express thanks for a kindness, great or small?

A “thank you” letter need not be long. Even one paragraph written on small note paper is enough. The important thing is to be sincere. Tell what you are thankful for, and why. It is suitable to close a thank you letter with “Gratefully yours,” or with one of the standard complimentary closes.

If you have visited in someone’s home a few days or longer, you should write a thank you letter. Also, write to thank someone who has given you a nice gift. You will think of other reasons for writing thank you notes. Think again about the kind of thank you letter I described in the lesson introduction. Each of us can think of persons whose lives have in some way blessed our lives. This may have been an influence over a long period. Or it could be one single incident that changed our outlook on life.

In my country we have a holiday called Thanksgiving. It is a very busy day for women because we prepare a big feast on that day. But somehow I try to find time before the day is over to write “Thank you” to someone who has influenced my life for good. One year I wrote to a woman who had taught me for six years in middle and secondary school. As she taught us social studies, she often repeated, “Success is self-respect.” I learned from her that right living was better than ill-earned fame. So I wrote to Miss Moore and told her, “Thank you for teaching me that ‘success is self-respect.’ ” Years later I met another former teacher who told me that Miss Moore had shared the letter with her. Mrs. Hill said, “Her eyes filled with tears as she read your letter. Grateful happy tears! So few students ever say ‘thank you.’ ”

Lesson 2.

Informal Letters

51

On the other hand I must think with regret of those persons to whom I never wrote to say thank you. And now it’s too late. How about you? Have you thanked the people who have done the most for you?

3 Write a sincere letter to thank someone whose life or teaching has helped you. Mail it.

Sympathy You can minister love to your family and friends at the time of their greatest need by writing a letter of sympathy. It is not necessary to make your letter long. You can start with, “I was very sorry to learn of your illness (or trouble, or loss).” You may want to offer to help in some way. (Practical help is good at such a time. But most helpful to the suffering person is knowing someone cares.) You may want to briefly share your faith in God and assure your friends of your prayers. Do not preach. Do not compare their suffering to that of others to try to make them feel that their tragedy is less. Their own tragedy may be all they can bear at the moment. Offer sincere sympathy and love. 4 Circle the letter preceding each TRUE statement concerning the purpose of a letter of sympathy.

a It deals at length with the problem. b It may include an offer to help. c It shows you care. d It compares their suffering to other tragedies. e It offers sympathy and love. f It gives a brief sermon about faith in God. 5 Write a caring letter to a friend or family member who is suffering some kind of loss, illness, financial disaster, or other problem. Mail it.

Reconciliation

A pastor or other Christian leader may need to help someone mend a broken personal relationship. Paul’s letter to Philemon in the Bible is a good example of an attempt to mend a broken relationship. If you have a Bible, read the letter. Paul appeals to Philemon to accept Onesimus as a brother on the basis of love. When you write a letter to help restore a friendship, you can follow these steps: 1. Commend the person to whom you write for his good qualities. 2. Tell how God’s love has caused the offended or offending person to seek a restored relationship.

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3. Sincerely ask for forgiveness for specific wrong done in the past. 4. Express the wish for the love of God to heal all wounds and restore the relationship. 6 In a letter of reconciliation do NOT a) commend the other person in any way.

b) ask for forgiveness. c) accuse the other person of wrong.

d) stress God’s love and healing power.

7 Do you have a broken relationship with a friend or relative? If you love God, and ask Him to, He will help you to mend the break through His love. Write your own letter, following the above steps. Do not accuse. Offer sincere love and friendship.

Invitations and Responses

In Lesson 1 you learned how to write and respond to a formal invitation. Formal invitations should be used only for very formal occasions, such as a wedding, inauguration, graduation, or important anniversary celebration. It is also correct to write informal invitations for these events if you prefer.

Informal invitations are written by hand in regular personal letter form. Be sure to name the occasion, date, time, and place. A short note is best. You can use plain, white, half-size paper, or special note paper. You can write informal invitations for parties, dinners, reunions, special church services, housewarmings, or visits in your home. You should respond to an invitation as promptly as possible. Restate the date and place as you state your acceptance.

When you decline an invitation, politely state why you cannot accept. 8 Informal invitations are a) appropriate for formal occasions as well as informal ones.

b) written by hand in personal letter form. c) to be responded to as promptly as possible.

d) All of the above.

Lesson 2.

Informal Letters

53

Congratulations

Letters of congratulation are some of the easiest to write. Just express your sincere joy in the happiness of your correspondent. The key to writing an effective letter of congratulations is the timing. Write as soon as you hear the good news. Occasions for a letter of congratulations include graduation, engagement, a new home, a new baby, a special honor, a promotion, a wedding, or an anniversary.

9 The key to writing effective letters of congratulations is ........................ Information

Most of the personal letters we write are friendly exchanges of information. When you go on a trip, you usually write to family and friends with news of your travels. A Bible proverb tells us that good news from far away is as welcome as cold water is to the thirsty. People “back home” are always happy to hear news from you when you are far away. The reverse is true, too. When members of your family, neighborhood, or church are away, you can minister love to them by writing friendly letters of local news.

10 Write a newsy letter to a friend or relative who is away from home. Mail it. Pastoral Care

I told you a Bible proverb about “good news” from afar. It is a joy to share good news. But, as a pastor, you may be called upon to relate bad news, too, such as a death or injury. You will be asked to give the news because people believe you have a spiritual strength they do not have. As you write difficult letters of bad news, share your strength with those to whom you write. The eighteenth Psalm (the Bible, Old Testament) tells us that the Lord is our strength. Share Him. Convey the news as completely as necessary to give the

Basic English

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details. Otherwise, be brief. Do not preach. Be sympathetic. Offer help. Assure the reader of your prayers. There are other happier letters that you will write as a pastor: 1. A welcome to families moving into your neighborhood, with an invitation to your services.

2. Friendly news written to church members who are absent for an extended time (such as college students). 3. Welcoming letters to persons who visited your services. 4. Follow-up letters after hospital visits.

5. Spiritual encouragement to someone who is bearing a heavy burden. One time when I was far away from home, someone wrote me a friendly letter. She ended the letter by saying, “I want to pray for you.” Then she wrote her prayer as she prayed. It was a very uplifting experience for me when I read her prayer. I felt as if I could hear her praying and I sensed God’s presence uniting us in His love. 11 If you are a pastor, are you writing letters such as those mentioned above? If not, which ones should you begin writing? Use your notebook.

WHAT STYLE SHOULD YOU USE?

Content OBJECTIVE 5. Describe what makes personal letters effective.

Personal letters should be written in a relaxed style. Be yourself. Try to write as if you were talking. Put your feelings into your letters. Also, write with the feelings of your correspondent in mind. Be kind.

When you relate news, give enough details to make the news complete. Your letter should be natural. Make it, as much as possible, like a personal visit.

Below is a summary in checklist form. Use it to evaluate the style of your informal letters.

Is Is Is Is Is Is

it it it it it it

natural? sympathetic? interesting? relaxed? friendly? sincere?

Is Is Is Is Is Is

it it it it it it

unselfish? expressive? warm? original? neat? kind?

Lesson 2.

Informal Letters

55

12 Based on the checklist, a major goal in personal letter writing is to a) b) c) d)

transmit personal information in a correct manner. exchange information in a friendly, relaxed manner. fulfill a responsibility to someone else. provide entertainment.

Forms of Address and Greeting

The usual greeting for a personal letter is “Dear............. ” with the person’s name. Use the name you would use in personal conversation. You may use the given name, as Dear John. Or you may use a title with the family name, as Dear Mr. Doe. You can use another title which conveys a certain relationship: family, as in Dear Uncle John; spiritual, as in Dear Brother Doe. You may use a more intimate greeting, according to your relationship.

There are no international standards for forms of address in personal letters. The one thing that is important is that the name and full address of the addressee be clearly written on the envelope. If your handwriting is not easy to read, print the address in block letters. You should also put your full address on the envelope. In some countries you write your address on the front upper left comer. In other places you write it on the back top center. You may choose either. I favor the trend toward writing the addressee’s name on the envelope without a title in personal letters. This already is the practice in some countries. I hope it will become standard in English-speaking countries.

If you want to use the traditional English titles in your personal letters, you can refer to the list below. To males

One person

More than one

Birth to 12 years of age

Master...................

Masters........... and..............

12 to 18 years

No title

..........,............,

After 18 (married or unmarried)

Mr..........................

Messrs........... ,............,

To females Birth until marriage

Miss.....................

The Misses......... and...........

After marriage

Mrs........................

or

Mrs...............,

and..........

and

Mrs.............. .

and Mrs.................................

Birth Until 18 years

Miss.....................

The Misses......... and...........

After 18 (married or unmarried)

Ms..........................

Ms................. and.................

To married couple

Mr. and Mrs..........................

Figure 2.2 Forms of Address

OBJECTIVE 6. Identify the flexibility of forms of address and greeting for informal letters.

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The title for a married couple is followed by the husband’s full name, as in Mr. and Mrs. John Doe. In some large Western countries a married woman is addressed as Mrs. followed by her husband’s full name, as Mrs. John Doe. In other countries you use Mrs. with the woman’s given name and her husband’s family name, as Mrs. Mary Doe. In still other countries the woman keeps her own full name after marriage, as Mrs. Chan May Ling. The title Ms. is used with the woman’s given name and her own or her husband’s family name.

13 a) b) c) d)

The choice of greeting for an informal letter is fixed. pretty limited. variable. unimportant.

14 a) b) c) d)

The use of titles (forms of address) in personal letters is flexible. standardized world-wide. out-dated altogether. necessary.

Lesson 2.

Informal Letters

57

self-test ALTERNATE CHOICE. The items below pertain to letters. Identify each as A if it fits a business letter, or B if it fits a personal letter. .... 1 Folded note paper

... .2 A reference section ... .3 Your loving wife,

... .4 Inside address of correspondent ... .5 The author’s typed name ... .6 Colored paper ... .7 Dear Sir:

... .8 Use of both sides of paper 9 MATCHING. Match the kind of personal letter (right) to the appropriate content (left).

... .a A request for forgiveness . .. b A caring offer of help to someone in financial distress ,c Asking someone to attend a dinner

1) 2) 3) 4) 5)

Congratulations Invitation Reconciliation Sympathy Thank you

... d Paul’s letter to Philemon

... e Appreciation for a gift ... .f Expressing joy over a friend’s honor .. . .g Sharing joy for a friend’s wedding anniversary .. . h Sharing in someone’s tragedy

... .i An attempt to mend a broken relationship ... j Offering prayer at a time of sorrow .. . . k Gratitude for a service performed

... .1 Giving comfort to a friend whose companion has died 10 SHORT ANSWER. List eight of the twelve words used in the checklist to evaluate the style of informal letters.

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11 MULTIPLE CHOICE. Generally speaking, most of the informal letters that people write are

a) b) c) d)

offers of help. exchanges of information. invitations to dinners. announcements.

UNIT PROGRESS EVALUATION 1

Now that you have finished Lessons 1 and 2, review them in preparation for Unit Progress Evaluation 1. You will find it in your student packet. Answer all the questions without referring to your textbook. Send your answer sheet to your ICI instructor, along with any other materials indicated on the cover of your student packet. Then you may proceed with your study of Lesson 3.

Lesson 2.

Informal Letters

answers to study questions 8 d) All of the above.

1 a b c d e f

False, False, True, True, False, True.

9 timing. 2 a 2) b 2) cl) d 2) e 1) f 1) g 3) h 3) i 2) j 3) k 3)

Personal letter. Personal letter. Business letter. Personal letter. Business letter. Business letter. Both of the above. Both of the above. Personal letter. Both of the above. Both of the above.

10 For you iv uu.

3 For you to do. 11 For you to do, if you are a pastor.

4 a b c d e f

False. True. True. False. True. False.

12 b) exchange information in a friendly, relaxed manner. 5 For you to do.

13 c) variable. 6c) accuse the other person of wrong.

14 a) flexible.

7 For you to do.

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UNIT

Sentence Patterns

An Overview Is English your mother tongue? If it is, you learned how to arrange English words into patterns (sentences) as a child. You already know how to use all the sentence patterns we will discuss in this unit. It will be easy for you to recognize and name the different patterns. You can profit from this unit by practicing the use of a variety of sentence patterns in your letter writing.

Have you only recently learned to speak English? This unit will show you how to arrange words to give the meaning you intend. You may know a long list of English words. But if you cannot arrange them in proper order, you cannot make your meaning clear.

There are many different patterns for English sentences. They can be loosely grouped into three main types: 1. Statement patterns give information. They tell or imply. The reader or listener receives information. We will study five basic patterns for simple sentences.

2. Question patterns are asking sentences. The hearer or reader is expected to reply with an answer. We will talk about four different question patterns. 3. Imperative patterns give commands or requests. The reader or listener is expected to do something in response to an imperative sentence.

We will also discuss negative and other variations of the above patterns.

Your mastery of the use of all these sentence patterns will greatly increase your ability to speak and write clear English. Practice using the various patterns in your speech. Also use the different patterns in your letters to friends. This course does not attempt to teach beginning oral English. If you are a beginner in English language studies, you will need help in reading the sentence patterns. Do you have a friend whose mother tongue is English? Ask him to read the sentence patterns for you. The rising and falling tones and the stress of the voice contribute to the meaning. Imitating a native English speaker will help you to develop natural English sounds.

Statement Patterns

In Unit 1 we learned that letter writing can be an effective ministry. In our letter writing we want to clearly say what we mean. Understanding the patterns we will study in this lesson will help you to make your meaning clear.

Consider this list of words: the, the, angry, frightened, cat, dog, bit. You can say very different things with these seven words:

The The The The The The

angry dog bit the frightened cat. frightened dog bit the angry cat. angry cat bit the frightened dog. frightened cat bit the angry dog. angry, frightened dog bit the cat. dog bit the angry, frightened cat.

You can see that the way you arrange the words is the only way the reader can understand the meaning you intend: Which animal was angry? Which animal was frightened? Which animal did the biting? Which animal was bitten? If you substitute the word man for cat you will have some very funny sentences. Try it!

If you cannot yet speak English fluently, practice the sentence patterns in this lesson over and over. Practice until you can easily put words in the proper order to convey your meaning correctly. I pray that your increased understanding of English will open new doors of ministry for you.

lesson outline

Pattern Pattern Pattern Pattern Pattern

1: 2: 3: 4: 5:

Subject-Verb (S-V) Subject-Verb-Object (S-V-0) Subject-Verb-Indirect Object-Object (S-V-I-O) Subject-Linking Verb-Subject Complement (S-LV-SC) Subject-Verb-Object-Object Complement (S-V-O-OC)

lesson objectives

When you finish this lesson you should be able to: • Recognize five basic statement patterns. • Distinguish between sentences of different statement patterns.

• Form variations of stated pattern examples. • Originate sentences using the five patterns presented in this lesson.

1. Turn to the self-test at the end of the lesson. Pretest your knowledge of statement patterns by writing your answers on a separate paper. Then check your answers with those in the textbook. If all your answers were correct, you can read the lesson through quickly. If you missed any, proceed with the following activities.

learning activities

2. Study the lesson. In any English book you may have, look for samples of the sentence patterns as you study them. Do each study question in order and check your answer. If you make mistakes, review the section to find how to give the correct answer.

3. Be sure you know the meaning of each key word. 4. After you are able to answer all the study questions correctly, take the self-test. Check your answers with those in the student packet and correct any wrong answers. 5. Listen to TAPE SEGMENTS 1-8.

adjective adverb indirect object intțansitive verb linking verb

modify noun object object complement pretest

pronoun sensory verbs subject subject complement verb

key words

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Basic English

lesson development

PATTERN 1: SUBJECT-VERB (S-V)

OBJECTIVE 1. Recognize and write simple subject-verb statements.

In the introduction to this unit we defined statement patterns as sentences which give information. They tell or imply. The simplest statement pattern has two parts. The first part is the subject. The subject is a noun or a pronoun. The second part is a verb. It will be an action verb that can “stand alone.’’ When verbs do not need other words to complete their meaning, they are called intransitive verbs.

Subject a. b. c. d.

Pastors People Dogs Babies Figure 3.1

Verb preach, listen. bark. crySubject-Verb

At the beginning of the audio instructional tape, there is an introduction followed by TAPE SEGMENT 1, which is about Figure 3.1 in this lesson. This segment will guide your understanding of the simple subject-verb statement. Also, you will be familiar with the intonation of spoken American and British English. 1 In your notebook write 10 two-word sentences in the S-V (subject-verb) pattern. You may use a subject shown above in the examples with a different verb. Or you may use a different subject with one of the verbs used above.

Lesson 3.

Statement Patterns

65

You may use a new subject and verb. Check your work with the examples that are provided in the answers to study questions.

Simple sentences using the S-V pattern can be expanded by adding words that modify (point out, limit, or describe) the subject. Please note that in figures 3.2 to 3.8, all modifiers are enclosed with the parentheses.

a. b. c. d. e.

(Expanded) Subject

Verb

(All the) people (Some of the) people (Three) dogs (Two big) dogs (Two black poodle) dogs

listen. listen. barked. barked. barked.

Figure 3.2

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Expanded Subject-Verb

Listen to TAPE SEGMENT 2

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The instructional tape will aid you in understanding the expanded subject­ verb pattern. 2 Read aloud the sentences in Figure 3.2. Then refer again to Fig. 3.1 and expand the sentence “Babies cry” by adding words that modify “babies.” Now expand the other three sentences in Fig. 3.1. Say your sentences aloud. You may write out your answers also. Check your sentences with those provided in the answers at the end of the lesson.

We can also modify the verb by adding one or more adverbs to tell how, when, or where the action took place. As you will see in Fig. 3.3, the pattern is still subject-verb. (Expanded) Subject

a. b. c. d.

(All) pastors (All the) people (Three huge) dogs (Tiny) babies

(Expanded) Verb

preach (in church). listen (carefully) (every Sunday), barked (loudly). cry (quietly).

Figure 3.3 Expanded Subject-Expanded Verb

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Listen to TAPE SEGMENT 3

o«o

You should listen to the tape in order to understand more fully the expanded subject-expanded verb pattern. Note the modifiers following the verb.

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Basic English

3 Practice reading the sentences in Fig. 3.3. In your notebook write new sentences by changing one or more words. Try to make ten sentences from each of two of the above examples. Read the sentences given in the answers at the end of this lesson first.

PATTERN 2: SUBJECT-VERB-OBJECT (S-V-0) OBJECTIVE 2. Write subjectverb-object statements. OBJECTIVE 3. Distinguish between sentences of the S-V pattern and the S-V-0 pattern.

The next pattern we will study has a second noun or pronoun that follows the verb. This noun receives the action of the verb. It is the object of the verb’s action. The object answers the question what or whom in order to complete or add to the meaning of the verb. Note this in the sentences below.

Subject a. b. c. d.

Pastors David (The) dog Noah

Verb

Object

preach killed chased built

sermons. Goliath. (his) tail. (an) ark.

Figure 3.4 Subject-Verb-Object o«o

Listen to TAPE SEGMENT 4

On the instructional tape, listen to the subject-verb-object pattern. Note that example c has an expanded subject and an expanded object. Example d has an expanded object.

Each of the nouns in the object column answers the question what or whom to complete or add to the meaning of the verb. Pastors preach what? Sermons. David killed whom? Goliath. The dog chased what? His tail. Noah built what? An ark.

Statement Patterns

Lesson 3.

67

Usually the noun or pronoun (the object) after the verb refers to a person or thing that is different from the subject. An exception is when the object is a pronoun with the word “self’ added to it like this: He hurt himself.

She dressed herself.

The cat cleaned itself.

4 Look at Pattern 2: S-V-0 (Fig. 3.4). Read examples b and c. Change the verb or object in these sentences to make five new sentences each. Do not change the subject. Be sure that your sentences have a subject, a verb, and an object. See my answer examples after you do this exercise in your notebook.

5 Match each sentence (left) with the correct pattern (right). Remember that the subjects, verbs, and objects can have one or more modifiers. Check and correct your answers with those provided. . a Monkeys climb trees.

1) Pattern 1: S-V 2) Pattern 2: S-V-0

.b Birds sing. z.. .c The old man walked slowly. ./. .d Martha prepared dinner.

. .1. ,e The small girl laughed happily.

/O. .f The two boys shouted loudly.

.1. g The pastor opened the door. . J. h The people prayed quietly.

.2. .i Jesus washed the disciples’ feet. ^0 j The long procession moved

slowly through the courtyard.

PATTERN 3: SUBJECT-VERB-INDIRECT OBJECT-OBJECT (S-V-I-O) Pattern 3 has two nouns or pronouns that follow the action verb. The noun that is the object of the verb is last. It is separated from the verb by a word that tells to whom or for whom the action is done. The naming word is called the indirect object. Note its position in the sentence in the examples shown in Figure 3.5.

Subject a. b. c. d.

(The) teacher (A) (little) boy Jesus (One) child Fig. 3.5

Verb told gave fed painted

Indirect Object

(the) children Jesus (many) people (his) mother

Object (a) (Bible) story, (his) lunch, bread and fish. (a) picture (of the story).

Subject-Verb-Indirect Object-Object

OBJECTIVE 4. Recognize and use indirect objects.

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Basic English

O«O

77—7T

Listen to TAPE SEGMENT 5

You should listen to the tape now in order to understand more clearly the subject-verb-indirect object-object pattern. You will notice that in some examples the subject, indirect objects and objects have modifiers. Remember that the indirect object names the person to whom or for whom the action is done.

6 Answer these questions about Figure 3.5 sentences:

a

In example a, to whom did the teacher tell the story?..................... ......

b

In example b, to whom did the boy give his lunch?..............................

c

In example c, to whom did Jesus give bread and fish?.........................

d

In example d, for whom did a child paint a picture?...........................

7 In the sentences below, fill in each blank space with an indirect object to complete the sentence: a

Pedro wrote his.

b

a letter. Mother paid thef.^P/“.’.Q-T'{.. . .five dollars.

c

John told ...*?? C.............a secret.

d Juan threw. e

The widow gave.

... .the ball, a small offering.

Lesson 3.

Statement Patterns

69

PATTERN 4: SUBJECT-LINKING VERB-SUBJECT COMPLEMENT (S-LV-SC)

Pattern 4 has a noun subject followed by a linking verb. The verb is followed by a noun that means the same person or thing as the subject. The second noun is called a subject complement. The verbs in Pattern 4 are called linking verbs because they connect the subject and the subject complement. The word complement means “something that makes complete.” Some of the linking verbs are forms of be (is, are, am, was, were, will be, etc.). Others are sensory verbs (smell, taste, feel, etc.). Words like become, seem, and appear are also used as linking verbs. Remember, they link or I connect the subject and complement.

Linking Verb

Subject Complement

is was will be seems to be was

(my) father. (a) carpenter. (a) painter. (a good) man. (a wise) king.

Subject a. b. c. d. e.

(That) man He He (Your) father Solomon

Figure 3.6 Subject-Linking Verb-Subject Complement

Listen to TAPE SEGMENT 6

o«o

On the instructional tape, listen to the subject-linking verb-subject complement pattern. The subject complements are NOUNS.

8 The sentences below have a subject and a linking verb (along with some modifiers). Complete each sentence with a subject complement that means the same person or thing as the subject. a

Martin Luther King was

b

My favorite book is. . .

Magellan was a famous d

Paul’s letter to Philemon is a short

e

Napoleon was a French

The above subject complements were all nouns. A subject complement can also be an adjective. As such it tells something about the subject. Study the examples in Fig. 3.7.

OBJECTIVE 5. Identify and use subject complements with linking verbs.

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Basic English

Subject a. b. c. d.

(ICI) students (A few) students Pastors (The) ocean

Linking Verb

are (usually) become are (usually) tastes

Subject Complement serious. careless (in their work). (very) dedicated. salty.

Figure 3.7 Subject-Linking Verb-Subject Complement

o«o

Listen to TAPE SEGMENT 7

LZZľl

On the instructional tape, listen to the subject-linking verb-subject com­ plement pattern again. The subject complements are ADJECTIVES. Remember that any of the noun subjects or linking verbs or subject com­ plements in each sentence pattern may have modifiers. In the examples I have separated the modifiers with parentheses.

9 In the following sentences draw a line under the subject complement. I have already put one line under the subject and two under the verb. Before the sen­ tence write A if the complement is an adjective, or N if it is a noun. .. a The young men appeared very strong.

The handsome man is her brother.

O’..«

The tall boy has become a fast swimmer. The flowers smell sweet.

.e The baby is sleepy.

Check and correct your answers now.

Lesson 3.

Statement Patterns

71

PATTERN 5: SUBJECT-VERB-OBJECT-OBJECT COMPLEMENT (S-V-O-OC) The last statement pattern we will study has four basic parts. It has a sub­ ject, verb, and object in the same order as in Pattern 2. In Pattern 5 there is another word (or words) that follow the object. Since it completes or adds to the meaning of the object, it is called an object complement. An object com­ plement may be a noun naming the same person or thing as the object. Or it may be an adjective that tells more about the object.

Subject a. b. c. d. e.

(The) children (The) soccer team William (The) teacher They

Verb named elected considers considered painted

Object (their) dog Andrew John (the) students (their) house

Object Complement

King, captain, (his best) friend, trustworthy, white and blue.

Figure 3.8 Subject-Verb-Object-Object Complement

O«3O

77~~7T

Listen to TAPE SEGMENT 8

o«o

77Z~Z

On the instructional tape, listen to the subject-verb-object-object comple­ ment pattern. Remember that subjects, objects and object complements may have modifiers.

You can see in the above sentences why words in the last column are called object complements Examples a, b, and c are nouns: dog and King are the same animal; Andrew and captain refer to the same person; John and friend are the same person. Examples d and e are adjectives. They add to your knowledge of the object: The students are trustworthy; the house is white and blue.

OBJECTIVE 6. Distinguish sentences with object complements from sentences of other patterns.

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Basic English

10 Match the sentences (left) with the patterns (right). I have put the modifiers in parentheses to help you.

.a Jesus taught (the) disciples.

.J. b Jesus taught (the) disciples (many) truths. ...... c (The) disciples called Jesus Master. . . . . d (The high) waves (of the sea) crashed (against the shore).

1) 2) 3) 4) 5)

S-V S-V-O S-V-I-0 S-LV-SC S-V-O-OC

e (The) fishermen were afraid. 11 Match the sentences (left) with the patterns (right). This time I have not separated the modifiers for you. . .4. a James and John were fishermen. 1) S-V 2) S-V-0 . . . b Jesus gave us a great commission. 3) S-V-I-O ,-c^.c Zacchaeus climbed a sycamore tree. 4) S-LV-SC 5) S-V-O-OC . '.d All the people in the crowd cheered loudly.

..'. .e Elizabeth named her baby son John. You have studied five basic statement patterns. Use all the patterns in your written English. If English is not your mother tongue, practice saying the pat­ terns again and again. You can make many new sentences with these same patterns.

Now you are ready to take the self-test. This time write your answers in the book. Answer all the questions you can without looking at the answers in the study textbook. If there are some questions you cannot answer, review the part of the lesson that will help you decide the correct answer. Check your answers with those at the end of the lesson.

Lesson 3.

Statement Patterns

73

self-test 1 Identify the subject and verb in each sentence by putting one line under the subject and two under the verb. a

The cold wind blew very hard.

b

James walked slowly to the store.

c

He was cold and tired.

d

His closest friends saw him.

e

They brought him a coat.

2 The sentences below are either the subject-linking verb-subject complement pattern (S-LV-SC) or subject-verb-object pattern (S-V-O). After you decide which pattern each sentence is, identify the lettered words according to the categories (right). x .7/..

y ..ft

x ..2-.

y ..3.

*

y'

x ..2. x

y ..3 y

.

a James is a good man. x y b The train hit a car. x y c Bill was my closest friend, x y d The dog chewed my best shoes, xy e Juan is very handsome. x y

1) 2) 3) 4)

Action verb Linking Verb Subject complement Object

3 The sentences below are either the subject-verb-indirect object-object pat­ tern (S-V-I-O) or the subject-verb-object-object complement pattern (S-V-OOC). After you decide which pattern each sentence is, identify the lettered words according to the categories (right).

a Matthew gave David a present. x y , .... b Wdham considered the peanuts too stale. x y

1) Indirect object 2) Object 3) Object complement

c Mario named his monkey Alfredo. x y

d James fed his dog a bone. x y e Abdullah ordered his wife some cake. x y

74

Basic English

4 Match each sentence (left) to the correct pattern (right). Z/ . ./.a The church service was inspiring. . /. .b The youth choir sang the song "Redeemed.” . i/.c They sang joyously.

2_

. .^.d Pedro sang a new song.

.. . e The singers all seemed very talented. . ,. f The choir leader gave the singers a compliment.

.. g The pastor preached an encouraging sermon. ... . h He told the people a story. //.i The story was exciting. . *?.j The title of the story was "David and Goliath.” .k Goliath was an enemy giant.

.2.1 He challenged everyone.

7. .m David heard Goliath’s challenge.

4

. ... n David prayed. i. o Goliath called David a dog.

. p David gave Goliath a challenge. 7

.. .q Then David threw a well-aimed stone.

7. . r Goliath fell.

David was the victor.

•7-. .t David praised God.

1) 2) 3) 4) 5)

S-V S-V-O S-V-I-0 S-LV-SC S-V-O-OC

Lesson 3.

Statement Patterns

answer to study questions 6

a b c d

the children Jesus many people his mother

1 Your answers. Things like this: Pastors pray. People pray. Children listen People sing. Children talk. Dogs bite. He preaches. Babies smile Birds fly. Maria cried.

7 Your answers, Examples are: a friend b salesman c his friend d Mario e God 2 Your answers. Things like this: (Few) people listen. (Hungry) babies cry. (The blind) people listen. (Sick) babies cry. (The neighborhood) dogs bark. (All) pastors preach. (Serious) pastors preach. (Stray) dogs bark.

8 Your answers. You may have used one of the following or a different one: a a great leader ... an American ... a preacher b Mere Christianity . . . The City of God . . . Pilgrim’s Progress c explorer . . . seaman . . . Portuguese d epistle . . . appeal . . . letter e emperor . . . leader . . . warrior

3 Your answers. These sentences are from ex­ ample b: (All the) people (Some of the) people (Only a few of the) people (All the) children (All the) men (All the) girls (All the) people (All the) people

sing (loudly) (at home), sing (loudly) (on the train), sing (loudly) (on the bus).

(All the) people (All the) people (All the) people

listen (carefully) (every Sunday), listen (carefully) (every Sunday), listen (carefully) (every Sunday), listen (carefully) (every Sunday), listen (carefully) (every Sunday), listen (carefully) (every Sunday), sing (reverently) (every Sunday), sing (loudly) (every Sunday).

9 a b c d e

A, N, N, A, A,

strong brother swimmer sweet sleepy

4 Your answers. Examples are: (a) monkey. (The) dog chased (the) car. (The) dog chased (his) tail. (The) dog bit (his) tail. (The) dog wagged (his) tail. (The) dog chewed (a) lion. David killed (the) enemy. David killed David challenged Goliath. Goliath. David hit Goliath. David defeated 10 a b c d e

2) 3) 5) 1) 4)

S-V-O. S-V-I-O. S-V-O-OC. S-V. S-LV-SC.

5 Answers:

Explanation of answers: Object Verb Subject trees Monkeys climb Birds sing walked man prepared dinner Martha laughed girl shouted boys pastor opened door people prayed Jesus washed feet procession moved

a b c d e f g h i j

2) 1) 1) 2) 1) 1) 2) 1) 2) 1)

S-V-O S-V S-V S-V-O S-V S-V S-V-O S-V S-V-O S-V

11 a b c d e

4) 3) 2) 1) 5)

S-LV-SC. S-V-I-O. S-V-O. S-V S-V-O-OC.

75

Question Patterns

Questions addressed to your reader increase the interest of your writing. Think of the letters you receive from friends. If they ask questions, you usually want to answer the letter very soon. Try to inspire quick answers to your letters by including questions. Questions show a genuine interest in others. Questions say to your reader: I want to hear from you; I want to know how you feel. If you are a minister, include questions in your sermons. You will not expect the people to answer aloud while you are preaching. But they will answer in their minds, because your questions will cause them to. When I was sixteen years old, God spoke to me through a minister’s question. He had preached about the great need for persons who will go to other lands to tell people about Jesus. At the end of his message he asked, “Will you go?” That question changed the direction of my life. I still vividly remember the question. Use questions to challenge your congregations.

lesson outline

Pattern Pattern Pattern Pattern

lesson objectives

When you finish this lesson you should be able to:

1: 2: 3: 4:

Be Verb-Subject-Subject Complement (BV-S-SC) Auxiliary Verb-Subject-Verb (AV-S-V...) Do Verb-Subject-Verb (DV-S-V...) Question Word . . . (Q...)

• Recognize four basic question patterns.

• Change word order to transform statements to questions. • Originate questions with the proper use of question words. • Increase the interest of your writing and speaking by using questions.

1. Pretest yourself by taking the self-test at the end of this lesson. Write your answers on a separate paper. Do not guess. Leave blank the questions you do not know. Check your answers with those in the study textbook. If you answered everything correctly, read the lesson quickly and proceed to Lesson 5. If you missed any, proceed with the following activities.

learning activities

2. Study the lesson section by section; answer all the study questions. Check your answers immediately. If you made mistakes, review the information. 3. Be sure you know the key words below. 4. Review the lesson and take the self-test again. Check your answers and make any necessary corrections.

5. As you study this lesson, observe your own speech and writing. Are you using questions? Try to include more questions in your letters, your conversation, and your public ministry. 6. Listen to TAPE SEGMENTS 9-15.

auxiliary verb

pitch

be verb

preposition

do verb

word order

intonation

key words

78

Basic English

lesson development

PATTERN (BV-S-SC)

OBJECTIVE 1. Form questions by moving linking verbs of the be family to sentence beginnings.

The statement patterns you have studied form a base on which you can build other patterns. This lesson is about forming questions. You form two question patterns by changing the word order of the subject and verb in certain kinds of statements. The third pattern requires you to add a word called a helping verb. For the fourth pattern you change the word order and add a word called a question word.

1:

BE VERB-SUBJECT-SUBJECT COMPLEMENT

Certain statements of the S-LV-SC pattern (see Lesson 3) can be changed to questions by reversing the word order of the subject and verb. If the linking verb is of the be family (am, is, are, was, were), move the verb to the beginning of the sentence to form a question. Keep the subject modifiers with the subject. Statement

a. b. c. d. e.

Question

They were carpenters. Solomon was a wise king. The big, black dog is fierce. 1 am late for class. You are the leader. Figure 4.1

Were they carpenters? Was Solomon a wise king? Is the big, black dog fierce? Am 1 late for class? Are you the leader?

Be Verb-Subject-Subject Complement

Lesson 4.

Question Patterns

79

Remember that a linking verb of the be verb family always begins a question of Pattern 1 (BV-S-SC) as shown in Figure 4.2

Be Verb a. b. c. d. e.

Were Was Is Am Are

Subject they Solomon (the big, black) dog 1 you

Subject Complement

carpenters? (a wise) king? fierce? late (for class)? (the) leader?

Figure 4.2 Be Verb-Subject-Subject Complement

1

a

Fill in an appropriate form of the be verb in each sentence: the new rice sticky?

b

. z IA. •€.. you a follower of Jesus?

c

.. .'O'.... he your pastor?

d

. . J.1.?.. they ready for us?

e

MM.... \ too young?

f

zTACr.. the boys always hungry?

2 Change the following statements to questions by reversing the word order of the subject and verb. Do not add any new words.

a

He is cold.

b

The weather was stormy.

c

His parents are very old now.

d

The children were happy.

e

I am your friend.

f

The dusty old books were torn.

. . /r. Ae. . .£9.

^.. A'4.

~

.'.............

A'"yu' ■

Basic English

80

PATTERN 2: AUXILIARY VERB-SUBJECT-VERB (AV-S-V...) OBJECTIVE 2. Form questions by moving auxiliary verbs to sentence beginnings.

OBJECTIVE 3. Distinguish between BV-S-SC and AV-S-V question patterns.

Auxiliary is a word that means “providing help.” An auxiliary verb is a verb that is used with another verb. The auxiliary verb helps to express the full meaning of the main verb. The most common helping verbs are forms of the verbs be, do, and have: was going, were going, is going, am going, has gone, did go, are eating, have eaten, did eat, do talk Other helping verbs that are used often are can, may, will, shall, must, ought, should, would, and might:

can read, may come, will sleep, shall write, must work, ought to rest, should exercise, would like, might leave

The principle of reversing word order to form a question is used in this pattern, too. However, only the auxiliary verb is moved as shown in Fig. 4.3 below. Question

Statement

a. b. c. d. e.

I am going to the store. He has gone to church. Your brother can swim very fast. I must study my lessons. He will write a letter.

Am I going to the store? Has he gone to church? Can your brother swim very fast? Must I study my lessons? Will he write a letter?

Figure 4.3 Auxiliarv Verb-Subject-Verb

O«oO

Listen to TAPE SEGMENT 10

As you can see in the sample questions above, the word order is auxiliary verb-subject-main verb. The question may be a complete sentence with just these three parts. Or there may be an object following the verb as in examples d and e in Figure 4.4.

Auxiliary Verb

a. b. c. d. e.

Am Has Can Must Will

Subject I he (your) brother I he

Verb going (to the store)? gone (to church)? swim (very fast)? study write

Figure 4.4 Auxiliary Verb-Subject-Verb

Object

(my) lessons? (a) letter?

Lesson 4.

Question Patterns

81

3 Change the following statements to questions by moving the auxiliary verb to the sentence beginning. Do not add any new words. Some of the verbs have objects, some do not.

a

Mario must go to church.

b

He will sing a solo.

c

Pedro should play the guitar.

d

Pedro can also sing.

e

Papa will take them.

Wity''Qt't' 1

(44

4 The statements below can be changed to questions by moving one word to the beginning of the sentence. Underline the word that should be moved. Before the sentence write the number that tells which kind of verb (right) the word is. 7/. .a Mary and Martha were waiting for Jesus.

*7» Their brother Lazarus had died. .7 . .c Someone had told Jesus. .d Jesus was the Son of God. ... e Jesus could see Martha’s and Mary’s tears.

Jesus was powerful.

• g Jesus would make Lazarus live again.

1) AV (auxiliary verb) 2) LV (linking verb)

&

Basic English

82

PATTERN 3: DO VERB-SUBJECT-VERB (DV-S-V...) OBJECTIVE 4. Use a form of do to begin questions.

Some statements do not have an auxiliary verb or a linking verb. To make questions of these statements, you use the plain form of the verb (Lesson 9 lists the plain form of more than 200 verbs) and add a form of the do helping verb. Put the do verb at the beginning of the sentence. Question

Statement

a. b. c. d. e.

Ade likes rice-bread. Pierre kicks the ball far. The carpenters built the house. The boys sing well. You finish your work quickly. Figure 4.5

Does Ade like rice-bread? Does Pierre kick the ball far? Did the carpenters build the house? Do the boys sing well? Do you finish your work quickly?

Do Verb-Subject-Verb

Listen to TAPE SEGMENT 11 Note that questions in Pattern 3 may be complete with just the do verb, subject, and main verb. Or they may have an object.

a. b. c. d. e.

Does Does Did Do Do

Verb

Subject

Do Verb

Ade Pierre (the) carpenters (the) boys you

Object

like kick build sing (well)? finish

rice-bread? (the) ball (far)? (the) house? (your) work (quickly)?

Figure 4.6 Do Verb-Subject-Verb

5 To change these statements to questions, you must begin with a form of do and use the plain form of the verb. Read the sentences and underline the verbs. After the sentence write the form of do and the plain form of the main verb that you would use to change the statement to a question.

Example: Helga works at the bakery.

a

Hans buys the bread.

b

The old man walked slowly.

c

Two small boys followed him.

d

The baby cried.

e

Motherjield the baby.

f

The pastor preaches good sermons

g

The people listen quietly.

Does

work

.fáC.W.. .

...........

Lesson 4.

Question Patterns

83

6 Change these statements to questions. Begin the question with the correct form of do. Use the plain form of the main verb. Then check your answers to be sure they are correct.

a

Kadjo wrote a letter.

b

He asked his brother to visit him.

c

We bought some food for dinner.

d

We chose fruit, fish, and rice.

e

Kadjo’s wife cooked a good meal.

PATTERN 4: QUESTION WORD . . . (Q...)

Many questions begin with a question word. The most common question words are how, what, who, whom, whose, why, which, where, and when. Notice that all the words except how begin with “wh.” Sometimes we call question words the “wh words.”

Question Word

Verb

Complement

a. b. c. d. e. f. g. h.

is is wrote is is fell?

the party? your house? the letter? it? your father?

was

right?

When Where Who Whose How What Why? Which

Figure 4.7 Question Word . . .

Listen to TAPE SEGMENT 12

OBÜO

OBJECTIVE 5. Use question words to form questions. OBJECTIVE 6. Identify the processes whereby statements have been changed to questions.

84

Basic English

Question words combine with other patterns. See how to add a question word before the other words in Pattern 1 (BV-S-SC) questions.

BV-S-SC Question a. Were they carpenters?

b. Was Solomon a wise king?

c. Is the new rice sticky? d. Was he your pastor?

Q.. . Question

Why were they carpenters? When were they carpenters? Why was Solomon a wise king? How was Solomon a wise king? Why is the new rice sticky? When was he your pastor?

Figure 4.8 Question Word . . .

Listen to TAPE SEGMENT 13

O«3O

You can combine question words with Pattern 2 (AV-S-V) questions to form new questions. AV-S-V Question

a. Am I going to the store? b. Will Mother go?

Q.. . Question When am I going to the store? Why am I going to the store? Where will Mother go? When will Mother go? How will Mother go? Why will Mother go?

Figure 4.9 Question Word . . .

o«o

Listen to TAPE SEGMENT 14

o«o

Question words can also be placed before Pattern 3 (DV-S-V) questions. DV-S-V Question

Q.. . Question

a. Does Ade like rice-bread? Why does Ade like rice-bread? b. Did the carpenter build How did the carpenter build the house? the house? Why did the carpenter build the house? Figure 4.10 Question Word . . . o«o ■ •A

Listen to TAPE SEGMENT 15

O«3O

t I* • • * \ \

Lesson 4.

Question Patterns

85

Did you notice that the questions in the first three patterns in this lesson can be answered by “yes” or “no”? When you add a question word, the question needs a longer answer.

7 Following are questions that fit the patterns of Figures 4.7 through 4.10. Fill in an appropriate question word for each one.

a

. .

is your birthday?

e 'i^Ot'Avould you quit?

b

. ..

will he join us?

f

c

was she happy?

g

..is the baby sick?

d

/^^did they go to church?

h

'. .

baked the cake?

has he gone?

The question word can be preceded by a preposition: About whom are you talking? With whom are you going? To which party does he belong? These questions are used in formal speech or writing. They would not usually be used in general conversation. It is more natural to say: Who are you talking about? Who are you going with? Which party do you belong to?

It was once considered incorrect to end a sentence with a preposition as I have just done. But common usage of sentences like these in daily speech has made it acceptable. It seems natural because the question word is in the normal position of a subject at the beginning of the sentence.

The subject form of who-whom is who. The object form is whom. If you start the question with a preposition, you must use the object form whom as in the above examples. Since the who-whom rule is changing, when the word begins a question that ends with a preposition you will hear it used both ways (whom or who). The other pronoun question words (which, what) are the same form when used as a subject or an object.

86

Basic English

8 Identify how each sentence on the left was changed to form the question on the right by writing the number of the correct process below. 1)

AV—the auxiliary verb moved to the beginning of the sentence, no new words added

2)

LV—the linking verb moved to the beginning of the sentence, no new words added

3)

Do—a do auxiliary verb added

4) Q—a question word added

... .a Mary will go with us.

Will Mary go with us?

.b The ocean tastes salty.

Does the ocean taste salty?

^.c Pastors are church leaders.

Are pastors church leaders?

•0'. .d Will you go with me?

When will you go with me?

i^iCe You will sing later.

Will you sing later?

.. f Is the juice sour?

g The boy fell. . .. .h He was badly injured. .4 He was a good boy.

You want to go. . .k Was he alone?

9

Why is the juice sour?

Did the boy fall? Was he badly injured? Was he a good boy? Do you want to go? Why was he alone?

Change the statements below to questions, using the method indicated:

1)

AV—move the auxiliary verb to the beginning, add no new words.

2)

LV—move the linking verb to the beginning, add no new words

3)

Do—begin with a do auxiliary, change words as necessary

4)

Q—begin with a question word; change, omit, or add words as needed

Lesson 4.

a

The meeting will begin soon.

b

The meeting begins soon.

c

The meeting begins soon.

d

The meeting is lengthy.

e

His mother sews for the poor.

f

My friend will come early.

g

The pastor is the speaker.

h

Asima will sing a song.

i

Afi is here.

j

The last meeting was very good.

Question Patterns

87

Check your answers with those in the study textbook. If you made any errors, be sure to study the lesson again until you understand how to form the questions correctly.

We have studied four common question patterns. There are other ways to ask questions. We will discuss one, tag questions, in the lesson about sentence variations. A question can also be asked without changing the statement at all. In speech a question is indicated by a change in voice pitch. Rising intonation at the end of the sentence indicates a question. In writing the change is shown by changing the end stop from a period to a question mark. Here are some examples: Statement He is here. They will come today. You are finished.

Question He is here? They will come today? You are finished?

Review the objectives in this lesson. Can you do all the things they say to do? If you have completed all the study questions, you are ready to take the self-test again. This time write the answers in your book.

88

Basic English

self-test 1 Change these statements to questions by moving one word. a Mary is very sad. //. /ty . /.l.

.....

b

She has lost her new book.

^9/. .'TtZ?.

c

It was a music book.

.ty.&f. /. Z . .Q .Kna/./.t. .x^.o.ic

d

The book was a birthday gift.

e

Mary will want another music book.

.-.........

f

Her father will buy her a new one.

.ty8.

2

Identify the word you moved to form each question in the exercise above as

TPpA .£i. ;.

A 1)

if it is an auxiliary verb.

2)

if it is a linking verb.

.

em€

.a Mary is very sad. . Z .b She has lost her new book.

.~ .c It was a music book. . . d The book was a birthday gift. . . . .e Mary will want another music book.

. 7- .f Her father will buy her a new one. 3

Change these statements to questions by using a form of do.

a

Pastors preach in churches.

b

The people listened carefully.

c

That large boy hit the dog.

d

The cook baked a good cake.

e

Boys like to play football.

4

List nine question words that you can use to form a question:

ft tá........

Inhere ^