UNIVERSITATEA BABE-BOLYAI CLUJ-NAPOCA

FACULTATEA DE TIINE POLITICE, ADMINISTRATIVE I ALE

COMUNICRII

NVMNT LA DISTAN









LIMBA ENGLEZ

ANUL I

SEMESTRUL I DE STUDIU NIVEL INTERMEDIAR













Rodica Medan









2011-2012


CLUJ-NAPOCA

Universitatea Babe-Bolyai, Cluj-Napoca E-mail: rodica.medan@acm.org
Facultatea de Litere
Catedra de limbi strine specializate
str. Horea nr. 7, cab. 10










STUDY PACKET CONTENTS



Listening Skills

Prepare for Discussion

Reading and Writing

UNIT I Present Simple

UNIT II Present Continuous

UNIT III Past Simple

UNIT IV Future Simple; Going to

UNIT V A Present Perfect Simple

UNIT V B Present Perfect Continuous

UNIT VI The Passive

UNIT VII Comparatives and Superlatives

UNIT VIII Modal Verbs

UNIT IX Modal Verbs (continued)

UNIT X Like doing; would like to do

UNIT XI A First Conditional

UNIT XI B Second Conditional


Grammar Annex

English for Specialized Purposes: Listening / Reading








2




Course Description and Examination Requirements






This a course in reading and communicating intended for first year students in Political Sciences, Public
Relations, Administration and Journalism (first semester, intermediate level). It builds on previously acquired
knowledge. Special emphasis will be put on communicative skills based on grammar accuracy and reading skills.
Additionally, writing skills (note-taking, expressing opinions and justifying them, agreeing and disagreeing etc.) will
be presented. Attention will be given to the learning and practicing of elementary strategies necessary for academic
reading and writing. The course is intended to increase students' fluency and to encourage a personalized approach of a
wide variety of topics.





Study requirements



This course will be based mostly on individual study. Therefore, IN ORDER TO HAVE A SOUND BASIS FOR
SELF AND CLASS EVALUATION students are KINDLY required to process the course units and solve the majority
of the tasks included BEFORE THE IN-CLASS MEETINGS.



Grades



This term your final grade will reflect your individual progress as follows:

tasks included in the course Grade 1 (minimum 5)

in-class written exam Grade 2 (minimum 5)
__________________________
Final grade = (Grade 1+ Grade 2): 2
3









Common European Linguistic Framework






Proficient
C2 Can understand with ease virtually everything heard or read. Can
summarise information from different spoken and written sources,
reconstructing arguments and accounts in a coherent presentation. Can
express him/herself spontaneously, very fluently and precisely,
differentiating finer shades of meaning even in more complex situations.
User C1 Can understand a wide range of demanding, longer texts, and recognise
implicit meaning. Can express him/herself fluently and spontaneously
without much obvious searching for expressions. Can use language
flexibly and effectively for social, academic and professional purposes.
Can produce clear, well-structured, detailed text on complex subjects,
showing controlled use of organisational patterns, connectors and
cohesive devices.





Independe
nt
B2 Can understand the main ideas of complex text on both concrete and
abstract topics, including technical discussions in his/her field of
specialisation. Can interact with a degree of fluency and spontaneity that
makes regular interaction with native speakers quite possible without
strain for either party. Can produce clear, detailed text on a wide range of
subjects and explain a viewpoint on a topical issue giving the advantages
and disadvantages of various options.
User B1 Can understand the main points of clear standard input on familiar
matters regularly encountered in work, school, leisure, etc. Can deal with
most situations likely to arise whilst travelling in an area where the
language is spoken. Can produce simple connected text on topics which
are familiar or of personal interest. Can describe experiences and events,
dreams, hopes & ambitions and briefly give reasons and explanations for
opinions and plans.





Basic
A2 Can understand sentences and frequently used expressions related to
areas of most immediate relevance (e.g. very basic personal and family
information, shopping, local geography, employment). Can communicate
in simple and routine tasks requiring a simple and direct exchange of
information on familiar and routine matters. Can describe in simple
terms aspects of his/her background, immediate environment and matters
in areas of immediate need.
User A1 Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can
introduce him/herself and others and can ask and answer questions about
personal details such as where he/she lives, people he/she knows and
things he/she has. Can interact in a simple way provided the other person
talks slowly and clearly and is prepared to help.


A1 A2 B1 B2 C1 C2
U
N
D
E
R
S
T
Listening I can understand familiar words
and very basic phrases
concerning myself, my family
and immediate concrete
surroundings when people speak
slowly and clearly.
I can understand phrases and the
highest frequency vocabulary
related to areas of most
immediate personal relevance
(e.g. very basic personal and
family information, shopping,
local area, employment). I can
catch the main point in short,
clear, simple messages and
announcements.
I can understand the main points of
clear standard speech on familiar
matters regularly encountered in work,
school, leisure, etc. I can understand
the main point of many radio or TV
programmes on current affairs or
topics of personal or professional
interest when the delivery is
relatively slow and clear.
I can understand extended speech and
lectures and follow even complex lines
of argument provided the topic is
reasonably familiar. I can understand
most TV news and current affairs
programmes. I can understand the
majority of films in standard dialect.
I can understand extended speech even
when it is not clearly structured and
when relationships are only implied and
not signalled explicitly. I can
understand television programmes and
films without too much effort.
I have no difficulty in
understanding any kind of
spoken language, whether live
or broadcast, even when
delivered at fast native speed,
provided. I have some time to
get familiar with the accent.
A
N
D
I
N
G
Reading I can understand familiar names,
words and very simple sentences,
for example on notices and
posters or in catalogues.
I can read very short, simple
texts. I can find specific,
predictable information in simple
everyday material such as
advertisements, prospectuses,
menus and timetables and I can
understand short simple personal
letters.
I can understand texts that consist
mainly of high frequency everyday or
job-related language. I can understand
the description of events, feelings and
wishes in personal letters.
I can read articles and reports concerned
with contemporary problems in which
the writers adopt particular attitudes or
viewpoints. I can understand
contemporary literary prose.
I can understand long and complex
factual and literary texts, appreciating
distinctions of style. I can understand
specialised articles and longer technical
instructions, even when they do not
relate to my field.
I can read with ease virtually
all forms of the written
language, including abstract,
structurally or linguistically
complex texts such as manuals,
specialised articles and literary
works.


S
P
E
A
Spoken
Interaction
I can interact in a simple way
provided the other person is
prepared to repeat or rephrase
things at a slower rate of speech
and help me formulate what I'm
trying to say. I can ask and
answer simple questions in areas
of immediate need or on very
familiar topics.
I can communicate in simple and
routine tasks requiring a simple
and direct exchange of
information on familiar topics
and activities. I can handle very
short social exchanges, even
though I can't usually understand
enough to keep the conversation
going myself.
I can deal with most situations likely
to arise whilst travelling in an area
where the language is spoken. I can
enter unprepared into conversation on
topics that are familiar, of personal
interest or pertinent to everyday life
(e.g. family, hobbies, work, travel and
current events).
I can interact with a degree of fluency
and spontaneity that makes regular
interaction with native speakers quite
possible. I can take an active part in
discussion in familiar contexts,
accounting for and sustaining my views.
I can express myself fluently and
spontaneously without much obvious
searching for expressions. I can use
language flexibly and effectively for
social and professional purposes. I can
formulate ideas and opinions with
precision and relate my contribution
skilfully to those of other speakers.
I can take part effortlessly in
any conversation or discussion
and have a good familiarity
with idiomatic expressions and
colloquialisms. I can express
myself fluently and convey
finer shades of meaning
precisely. If I do have a
problem I can backtrack and
restructure around the
difficulty so smoothly that
other people are hardly aware
of it.
K
I
N
G
Spoken
Production
I can use simple phrases and
sentences to describe where I live
and people I know.
I can use a series of phrases and
sentences to describe in simple
terms my family and other
people, living conditions, my
educational background and my
present or most recent job.
I can connect phrases in a simple way
in order to describe experiences and
events, my dreams, hopes and
ambitions. I can briefly give reasons
and explanations for opinions and
plans. I can narrate a story or relate the
plot of a book or film and describe my
reactions.
I can present clear, detailed descriptions
on a wide range of subjects related to my
field of interest. I can explain a
viewpoint on a topical issue giving the
advantages and disadvantages of various
options.
I can present clear, detailed descriptions
of complex subjects integrating sub-
themes, developing particular points
and rounding off with an appropriate
conclusion.
I can present a clear, smoothly-
flowing description or
argument in a style appropriate
to the context and with an
effective logical structure
which helps the recipient to
notice and remember
significant points.

W
R
I
T
I
N
G
Writing I can write a short, simple
postcard, for example sending
holiday greetings. I can fill in
forms with personal details, for
example entering my name,
nationality and address on a hotel
registration form.
I can write short, simple notes
and messages. I can write a very
simple personal letter, for
example thanking someone for
something.
I can write simple connected text on
topics which are familiar or of
personal interest. I can write personal
letters describing experiences and
impressions.
I can write clear, detailed text on a wide
range of subjects related to my interests.
I can write an essay or report, passing on
information or giving reasons in support
of or against a particular point of view. I
can write letters highlighting the
personal significance of events and
experiences.
I can express myself in clear, well-
structured text, expressing points of
view at some length. I can write about
complex subjects in a letter, an essay or
a report, underlining what I consider to
be the salient issues. I can select a style
appropriate to the reader in mind.
I can write clear, smoothly-
flowing text in an appropriate
style. I can write complex
letters, reports or articles which
present a case with an effective
logical structure which helps
the recipient to notice and
remember significant points. I
can write summaries and
reviews of professional or
literary works.


Listening Skills - Birthdays

Accents: Taiwanese female, Japanese male, Korean female
Speed: slow
Activity type: information gathering
Theme: Talking about birthdays
Skills: Listening for details, listening for specific information
Level: Pre-intermediate
Grammar focus: Going to for future plans, adverbs of frequency
Vocabulary: age, birthday, CD player, celebrate, dumplings, flight attendant, guitar, meal, movie,
nice, noodles, park, picnic, present, restaurant, special, weather.

Practise Listening
1. You are going to hear three people talking about birthdays. Their names are Sun-Hyi, Kenji,
Martha. While listening, answer the following:

a. Who usually celebrates their birthday with their family?
b. Who doesnt usually celebrate their birthday with their family?
c. Who doesnt usually celebrate their birthday at all?


2. Listen and write down what each person is going to do or get for their birthday this year. Play
the recording again and check your ideas.


3. Listen carefully and match the words and phrases in the right column with the person who says
them .

Martha Tokyo, May 14th, weather, really nice,
park, picnic, friends.; Pusan, mother,
sometimes cooks, meal, flight attendant,
China Airlines, work, restaurant, evening,
dumplings, noodles,
parents, grandmother, money
Kenji
Sun- Hyi



5. Ask and answer questions about each person and what they usually do on their birthday, using
the above words cards as a guide. For example:
Where is Sun-Hyi from? Hes from Pusan, in Korea
What is Marthas job? - Shes a flight attendant for China Airlines
Where does Kenji usually go for his birthday? To a park with some friends

Focus on grammar
1. Play the recording again and write each phrase you hear with going to in your note books.
2. Do the same for adverbs of frequency (usually, sometimes, never, etc).
and write what Martha usually does on her birthday as exactly as
you can. Listen and check your work.

7

Post-listening tasks

1. What do you usually do on your birthday?
2. What they are going to do for your birthday this year, and what presents you hope to get?
3. Check your work against the recording script below.


Recording script
Activity 6
Martha: Hello. My name is Martha and Im from Taiwan. Im a flight attendant with China
Airlines, so I sometimes work on my birthday. But I usually celebrate my birthday with
my family. We go to a restaurant in the evening and eat dumplings and noodles. My
parents and my grandmother always give me money. This year Im going to have a party. I
hope all my friends can come.
Kenji: Hi. Im Kenji and I live in Tokyo. My birthday is on May 14th. The weather is usually
really nice, so I often go to the park and have a picnic with my friends. Sometimes we go
to a movie in the evening. I dont usually celebrate my birthday with my family, but they
buy me presents. This year Im going to be eighteen, and my mother and father are going
to buy me a guitar.
Sun-Hyi: My name is Sun-Hyi and Im from Pusan in Korea. Its my twentieth birthday next week.
Twenty is a very special age in Korea so my friends are going to have a party for me. My
brother and sister are going to come, too. I dont usually have a party. In fact, I usually
dont celebrate my birthday at all. But my mother sometimes cooks a special meal for my
family. Id like a CD player for my birthday, but I dont really know what Im going to get.



_ Macmillan Publishers Ltd 2003
Listening Skills - Family
1

Activity 2

Accents: Chinese female; British female
Speed: Slow
Activity type ordering, completing notes
Theme: Talking about your family
Skills: Listening for specific information, listening for details, recognising context
Level: Elementary
Grammar focus: Present simple, Wh- questions
Vocabulary: family, sister, brother, father, mother, grandfather, accountant,
mechanic, professor, airline, birthday, office, big, love, enjoy, difficult,
next to, university, photo.

Practise Listening
1. You are going to hear a telephone conversation between two women. While listening, answer the
following:
What are their names?
What are they doing?


1
Taken from the Listening Skills section in www.onestopenglish.com
8

Answers:

Yu Ling and Kate
Yu Ling is telling Kate about her family

2. Make a list of all the words for different family members and relatives you know.



3. Now try to remember which of the words you heard on the recording. Listen again and
number any of the words you hear in the correct order. Play the recording, then check your answers.

Answers:
(in order) sister, brother, father, mother, grandfather

4.Below is a summary of Yu Ling.s family and you must listen carefully and complete the gaps.
Play the recording.





Yu Ling.s family
Yu Ling.s __________ is an accountant. It.s a __________ job but she really enjoys
it. She works in a __________ office in Hong Kong. Her __________ is a mechanic.
He works for an airline. Yu Ling.s __________ is a professor. He works at
__________. He loves his job.


Answers:
Yu Lings sister is an accountant. Its a difficult job but she really enjoys it. She works in a big
office in Hong Kong. Her brother is a mechanic. He works for an airline. Yu Lings father is a
professor. He works at Hong Kong University. He loves his job.

Post-listening tasks
1. Read the recording script below and practice the conversation with a partner.
2. Prepare a short talk about your own family


Recording script

Kate: Is this your family, Yu Ling?
Yu Ling: That.s right. It.s a photo of my sister.s birthday, last year.
Kate: So this is your sister, I guess. What does she do?
Yu Ling: My sister? Oh, she.s an accountant.
Kate: An accountant? That sounds like a difficult job.
Yu Ling: Yes, but she really enjoys it. She works in a big office in Hong Kong.
Kate: And what about the man next to your sister? Is he your brother?
Yu Ling: Yes, he.s my brother. He.s a mechanic.
Kate: Where does he work?
Yu Ling: He.s a mechanic for an airline.
Kate: An airline? Wow!

Yu Ling: Then this is my father.
Kate: Oh yes, I remember. He.s a professor, isn.t he?
Yu Ling: That.s right!
Kate: Where does he work?
Yu Ling: He works at Hong Kong University.
Kate: Oh, that.s a really good university. Does he like being a professor?
Yu Ling: Oh, yes. He loves his job. And this is my mother, and my
grandfather.




Listening Skills - Film
2


Accents: British/American
Speed: Medium
Activity type: Matching, gap fill
Theme: Talking about films
Skills: Listening for opinions, listening for details
Level: Upper-intermediate
Grammar focus: Simple past, passive

Vocabulary: adorable, animation, aristocrat, cable car, characterisation, comic (adj),
cowboy, literally, planetary, plot, relief, robot, rubbish (adj), sentimental, special
effects, split up, threatened.


Practise Listening

1. In groups, list as many types of film that you can think of (e.g. action, adventure, animation, comedy, crime,
horror, romance, science fiction, thriller, western, etc) and write more examples for each type of film.
2. You are going to hear five people talking about movies they have seen.
Listen and identify the type of film that each person saw. [Refer them to the list
of types of film you have writtem.]

Answers: Speaker 1: science fiction. Speaker 2: animation. Speaker 3: romance. Speaker 4:
action. Speaker 5: horror

3.For Exercise A, listen again and note down all the words and phrases that can help you identify each type
of film.

Listen and note any words or phrases that help you identify each type of film.

Speaker 1: ...............................

Speaker 2: ...............................

Speaker 3: ...............................

Speaker 4: ...............................

Speaker 5: ...............................


2
_ Macmillan Publishers Ltd 2004
Taken from the TEFL Skills section in www.onestopenglish.com
10





Answers: Speaker 1: special effects robots, planetary battle scenes. Speaker 2: toy cowboy,
animation, It really did look real, It.s all done by computer. Speaker 3: sentimental, falls in love
with. Speaker 4: loads of car chases, people. jumping from one building to the next. Speaker 5: vampire,
quite scary, loads of blood


4. For Exercise B you must think about how much each person liked the film they saw. Consider your
answers a few moments, then listen again and check.



Very good good Not so good
Speaker 1

Speaker 2

Speaker 3

Speaker 4

Speaker 5


Answers: Speaker 1: good. Speaker 2: very good. Speaker 3: not very good. Speaker 4: very
good. Speaker 5: good

Post-listening tasks
Speaking

Exercise C
Answer each question as thoroughly as you can. Work with a partner.

1. What type of film do you like most?
2. What.s the best movie you have ever seen?
3. Who is your favourite movie actor?
4. Do you go to the cinema often?
5. Do you prefer to watch a movie at the cinema or at home?
6. How many famous actors can you think of from different countries?
7. Do you think acting is a good career to have?

2. Writing/Reading
Think about a film you know well. Write a paragraph about it, giving as many details as you can (such as
when it was made, who it was produced/directed by etc). Describe the story and name any characters and
actors you can remember.


Recording script
1. Yes, it.s actually not the kind of film I usually like, but I have to say it was done rather well. I guess
because it wasn.t all special effects . there was actually some plot and characterization too. And the robots
were really very funny and sweet. And they did provide some comic relief from the big planetary battle
scenes. No, could have been a lot worse.

2. Oh, it was adorable. I think we enjoyed it more than the kids did! It was about this little toy cowboy who
feels threatened when his owner, you know, a little boy, gets a new robot-thing for Christmas. The animation
was fantastic! It really did look real. Still, don.t think they draw them by hand these days, do they? It.s all
done by computer.

3. Yeah, it was some kind of sentimental rubbish about a policeman who falls in love with a bank clerk who
he meets after a robbery. Typical stuff . they move in together, split up, get back together. Bit boring, really,
to tell you the truth.


4. Well, it was Barry.s choice and I thought, .Oh no, what.s he gone and got this time?., but it was actually
really rather fun. Loads of car chases and people doing impossible things like jumping from one building to
the next. And the scene in the cable car at the end was. well, I was literally on the edge of my seat. No, very
good.

5. Return of the Vampire. it was called, or something like that. Made in 1964, but still quite scary. About an
aristocrat, who.s actually the grandson of Count Dracula, living in London. Loads of blood, and of course
they get him in the end, but not bad at all really.

[Source: Skills for First Certificate . Listening and Speaking, Lesson 1, Activity I]




Listening Skills - News
3




Accents: American
Speed: Slow
Activity type: note taking
Theme: Catching up on news
Skills: Listening for specific information, inferring relationships, inferring meaning
Level: Intermediate
Grammar focus: Present perfect
Vocabulary: news, argument, competition, driving test, engaged, golf, kids, serious,
surprise, upset.

Practise Listening
1. You are going to hear a telephone conversation between an American man and woman.
2. Call out all the names you can remember. Write them on your notebook.

Answers: Kevin, Anne, Dennis, Becky, Kate.

3. Try to guess the answers to these questions:
a. What.s the relationship between Kevin and Anne?
b. Who is Dennis?
c. Who are Becky and Kate?


Answers: a. They are friends, perhaps brother and sister, b. Anne.s husband, c.
Anne and Dennis. Children

4. When listening once again, you should make notes on what news Anne gives about Dennis,
Becky and Kate. Also note Kevins news. Before doing that, try to remember any information you
can.

Here are the Answers: Dennis has won a golf competition, Becky has had an argument with her
boyfriend, Kate has passed her driving test Kevin: has got (gotten) engaged.

3
_ Macmillan Publishers Ltd 2003
Taken from the Listening Skills section in www.onestopenglish.com



6. Try to remember when each of these things happened? While listening
the recording once more, put down anything connected to the time period.


Answers: Dennis: last Saturday, Becky: this morning, Kate: on Friday, Kevin: last
week
7. Read the statements. Tick ( ) your answers. Then listen and check.

True False Dont know
1. Dennis cant play golf very
well. _ _ _


2. Kate has a boyfriend. _ _ _


3. Kate is fifteen years old. _ _
_


4. Becky is older than Kate. _ _
_


5. Kevin often phones Anne. _ _
_


6. Kevin is married. _ _ _


7. Anne is married. _ _ _


8. Anne is surprised at Kevins
news. _ _ _






Answers: 1. F, 2. DK, 3. F, 4. DK, 5. F, 6. F, 7. DK, 8. T

Post-listening tasks
1. Practice the conversation on the recording script below with a partner.

Recording scripts
Anne: Hello?
Kevin: Hi, Anne.
Anne: Kevin! What a surprise! Its great to hear from you. How are you?
Kevin: Fine, just fine. How about you? Whats new?
Anne: Oh, nothing much.
Kevin: Hows Dennis?
Anne: Hes very well. Hes won a golf competition, so hes thrilled about that.
Kevin: A golf competition? Thats great. When was that?
Anne: Er last Saturday.
Kevin: Well, tell him Congratulations. And how about the kids? How are Becky
and Kate?

Anne: Beckys had an argument with her boyfriend, so shes a bit upset at the
moment.
Kevin: Oh, dear. Is it serious?
Anne: Well, I dont know. It only happened this morning.
Kevin: This morning? Oh. Poor Becky.
Anne: But Kate has some good news. Shes passed her driving test.
Kevin: Great! That is good news.
Anne: Yes, shes thrilled. She passed the test on Friday.
Kevin: Wonderful.
Anne: And what about you, Kevin? How are you?
Kevin: Im fine. I have some news too, actually. Youre going to be very surprised.
Anne: Go on.
Kevin: Ive gotten engaged!
Anne: No! when?
Kevin: Last week. It all happened very quickly.
Anne: Oh, Kevin! I dont know what to say!
[Source: Macmillan Publishers Ltd 2003 Taken from the Listening Skills section in www.onestopenglish.com Get
Real! 2, Lesson 12B Listen In.]



Listening Skills - People
4


Accents: American female
Speed: Slow
Activity type:Matching, gap fill
Theme: Talking about people
Skills: Listening for specific information. Listening for details
Level: Intermediate
Grammar focus: Wish + simple past
Vocabulary: Annoyed, annoying, argumentative, bossy, easygoing, embarrassed, even-tempered,
generous, mad (angry), moody, sociable, stubborn, sympathetic, upset, worried

Practise Listening

1. List as many adjectives as they can that describe personality. For example annoying.
Put a plus sign (+) next to the positive adjectives and a minus sign (-) next to the negative
adjectives.
Based on the pair annoyed/annoying call out any other personality adjectives you know that can
end in both .ed and .ing (for example, bored/boring, interested/interesting, etc.). ed personality
adjectives describe how someone feels, e.g. embarrassed, while .ing
personality adjectives describe someone who is, e.g. embarrassing.

2. You are going to hear a young woman called Rebecca describing various members of her family,
as well as herself. Study the chart, then listen and complete the missing information.



4
_ Macmillan Publishers Ltd 2004
Taken from the Listening Skills section in www.onestopenglish.com
14

Name Who they are

Personality, according to Rebecca


Rebecca

the speaker d. _____________ and e. ___________

a. ___________

Rebecca.s brother f. _____________ and g. ____________

Judy

Rebecca.s b.
_______
h. _____________ and i. ____________

c. ___________

Rebecca.s dad j. _____________ and k. ____________






.
Answers:
a. Brad
b. mom
c. Bill
d. generous
_ Macmillan Publishers Ltd 2004
Taken from the Listening Skills section in www.onestopenglish.com
e. moody
f. bossy
g. argumentative
h. sympathetic
i. even-tempered
j. sociable
k. annoying

3. Here is a Question Sheet. Study the questions, complete the answers and then play the recording
again and complete any remaining answers.

1. Who does Rebecca go to when she has a problem? _________________________
_____________________________________________________________________
2. Who has lots of friends? ______________________________________________
_____________________________________________________________________
3. Why does Rebecca get embarrassed at her father? _________________________
_____________________________________________________________________
4. Why is Rebecca.s father sometimes annoying? ____________________________
_____________________________________________________________________
5. Why does Rebecca say Brad is bossy? ___________________________________
_____________________________________________________________________
6. Why do Rebecca.s friends say she is generous? ___________________________
_____________________________________________________________________
7. Who does Rebecca wish she was like? Why? _____________________________

___________________________________________________________






16

Answers:
a. her mom
b. her dad
c. because he always talks to people in the street
d. because he.s very stubborn
e. because he always tells her what to do
f. because she likes to give presents and help people
g. her mom, because she never gets mad or annoyed


4. I wish I was Notice that wish with the simple past is for things that you would like to
change at the present time. Listen again to the recording and note two sentences Rebecca says using
this construction and write each sentence you hear.

Answers:
a. I wish I was like her
b. I wish he was a little more easygoing

Post-listening tasks
1. Note the names of three people you know well (either family or friends). Make a list of two
personality adjectives to describe each person. Think of one positive adjective and one negative
adjective for each person. Try to give a reason for your choice of adjectives. For example, James
(my brother) amusing . he loves to tell jokes; selfish. he never thinks of anyone but himself.
Also say what you would like to be different about each person. Refer to the above example as a
model. My brothers name is James. Hs amusing because he loves to tell jokes. I think hes
selfish,though, because he never thinks of anyone but himself. I wish he wasnt so selfish.

2. Now think about yourself. List three adjectives that describe your personality and give reasons.

3. On the model I wish I was more... / I wish I wasnt so...make sentences about yourself. For
example, I wish I was more confident. I wish I wasnt so fussy.



Recording Script

Rebecca: Well, there are four people in my family. There.s me: my name.s
Rebecca . and I have a brother, Brad. My mom.s name is Judy and
my dad is Bill. We.re all very different. My mom is always
sympathetic when we.re upset or worried about things: we always talk
to her when we have problems. She.s also very even-tempered. She
never gets mad or annoyed. I wish I was like her! My dad, well, he.s
really sociable. He has lots of friends, and he loves to meet people. I

get really embarrassed, because he always talks to people in the street!
But he.s really annoying sometimes, because he.s very stubborn.
When he decides to do something, no one can stop him! My brother
Brad . well, he.s really bossy. He always tries to tell me what to do.
He.s also very argumentative. We have arguments every day. I wish he
was a little more easygoing. As for me, well, my friends say I.m really
generous, because I like to give presents and help people. But I am a
little moody: sometimes I get really annoyed and upset about things.
So that.s my family.


PREPARE FOR DISCUSSION
Unit 1: Language Learning
Unit 2: Education
Unit 3: Cultural Differences
Unit 4: Traditions
Unit 5: Youth and Old Age
Unit 6: Male and Female Roles

In order to get actively involved in the class discussion, you have to follow these
steps:
1. VOCABULARY: Solve the task.
2. TEXT: Read it, get familiarized with the key words (in italics).
3. DIALOGUE: Read it, get familiarized with the spoken language structures in
italics.
4. CROSSWORD PUZZLE : solve it and confront it with the key
5. SPEAKING ABOUT LANGUAGE LEARNING :
a. DISCUSSION QUESTIONS: Read the topics, give concise/
personalized answers by exploiting all the language input.
b. Examine and discuss pictures and additional materials





UNIT 1


LANGUAGE LEARNING
Vocabulary Find the "odd one out" (i.e. the word that does not match with the rest).
There may be more than one answer. Give your reasons.



A B C
1. first language second language native tongue
2. English Esperanto Chinese
3. grammar vocabulary pronunciation
4. look and say audio-lingual grammar / translation
5. fluency accuracy proficiency
6. a lesson a course a lecture
7. a dictionary a lexicon a thesaurus

8. motivation memory aptitude







LANGUAGE LEARNING

Recent psycholinguistic studies on how people learn languages have been accompanied by
emphasis among English language teachers on the learner as an individual. Preferred learning
styles are increasingly respected and learner independence is encouraged. For some teachers, non-
interference is the key to giving a successful lesson. For others, this is an abdication of the teacher's
role and shows ignorance of what can be done to make learning more efficient. If there has been a
revolution in language teaching methodology, surely there are some things teachers can do to help
learners.
In the past, many of Britain's top schools modelled the teaching of modern languages on the
teaching of Latin. Oral fluency was therefore undervalued and accuracy in the written language
became the main goal. Your French might be excellent on your school report, but you could still
arrive in France and fail to understand a word.
A separate method known as audio-lingualism made its appearance in private language schools.
This emphasized the primacy of the spoken word, yet lesson content was mainly structural and
contained few of the features of spoken English used as a vehicle for communication. Surely
teachers can at least provide learners with good models of target behaviour.

Dialogue
A: Which should be the official world language - English or Esperanto?
B: In my opinion, there's only one choice - English!
A: But that's not a neutral choice. Think of all the advantages English-speaking countries have.
Not only do you save money by not having to learn a second language, but you can make a lot of
money by teaching your native tongue. Besides, the choice of a European language is unfair to
people from other continents.
B: Actually, Esperanto is closer to European languages than any others.
A: But at least it's culture free. With Esperanto as the world language, no country would be
accused of exporting both its language and its culture.
B: Well, I'm not sure whether you can really separate language from culture. The two have
developed alongside one another. One would be very impoverished without the other.
A: That may be true, but then you're inviting political conflict. Who is going to decide whether
North American culture is superior to Chinese culture?
B: Nobody really has to decide. All you really have to do is to see which language is already being
used for international business, trade and political negotiations. That language is English.
A: It doesn't mean that the situation will be the same in the future. China could well emerge as the
world's strongest economy.
B: That may be so, but the economic strength of Japan hasn't led to much teaching of Japanese. You
also have to consider the vast size of the knowledge base available to English speakers - academic
research, scientific reports and an infinite number of books and periodicals.
A: Much of that knowledge base has already been translated.

B: I doubt that many other languages can match the size of the English dictionary, especially any
single Chinese dialect. Look how many languages have had to borrow from English, for example,
computer terms such as ESCAPE and RETURN.
A: But English has borrowed from the Romans, the Vikings, the Saxons and the French.
B: Yes, but over a long period of history. Besides, these borrowings illustrate the both the breadth
and flexibility of the English language. You just can't begin to compare Esperanto with English as a
tool for communication.



Discussion questions

1. Describe "the good language learner" according to the
following criteria:
woman or man
old or young
extrovert or introvert
other characteristics
habits
abilities ( including study skills )
motivation and interests

2. In what ways are you a good or bad language learner?
3. How many languages can you speak and how well can you speak them?
4. "Fluency in a language is more important than accuracy". Do you agree?
5. Are you satisfied with the way languages are taught in your country?
6. Do tourists often try to speak your language when they visit your country?
7. "Every child should learn to speak a second language." Do you agree?
8. Which should be the official world language - English or Esperanto?

What is a European Language What is a European Language What is a European Language What is a European Language
Portfolio? Portfolio? Portfolio? Portfolio?
It is a document in which those
who are learning or have learned
a language - whether at school or
outside school - can record and
reflect on their language learning and cultural experiences.
The portfolio contains a language passport which its owner regularly updates. A grid is
provided where his/her language competences can be described according to common
criteria accepted throughout Europe and which can serve as a complement to customary

certificates. The document also contains a detailed language biography describing the
owner's experiences in each language and which is designed to guide the learner in
planning and assessing progress. Finally, there is a dossier where examples of personal
work can be kept to illustrate one's language competences.

Aims and functions of a European Language Portfolio
The European Language Portfolio project has two main aims:
a) to motivate learners by acknowledging their efforts to extend and diversify their language
skills at all levels;
b) to provide a record of the linguistic and cultural skills they have acquired (to be consulted, for
example, when they are moving to a higher learning level or seeking employment at home or
abroad).
The pedagogic function
Enhance the motivation of the learners
- to improve their ability to communicative in different languages
- to learn additional languages
- to seek new intercultural experiences
Incite and help learners to
- reflect their objectives, ways of learning and success in language learning
- plan their learning
- learn autonomously
Encourage learners to enhance their plurilingual and intercultural experience,
for example through
- contacts and visits
- reading
- use of the media
- projects

Parts of a Language Portfolio

http://culture2.coe.int/portfolio/inc.asp?L=E&M=$t/208-1-0-
1/main_pages/contents_portfolio.html
Language Passport

The Passport section provides an overview of the individual's proficiency
in different languages at a given point in time; the overview is defined in
terms of skills and the common reference levels in the Common European
Framework; it records formal qualifications and describes language
competencies and significant language and intercultural learning
experiences; it includes information on partial and specific competence; it
allows for self-assessment, teacher assessment and assessment by educational
institutions and examinations boards; it requires that information entered in the Passport
states on what basis, when and by whom the assessment was carried out. To facilitate
pan-European recognition and mobility a standard presentation of a Passport Summary is
promoted by the Council of Europe for ELPs for adults.
(http://culture2.coe.int/portfolio//documents/Pass_2spr.pdf)



Languag Languag Languag Language Biography e Biography e Biography e Biography
The Language Biography facilitates the learner's involvement in planning, reflecting upon
and assessing his or her learning process and progress; it encourages the learner to state
what he/she can do in each language and to include information on linguistic and cultural
experiences gained in and outside formal educational contexts; it is organised to promote
plurilingualism i.e. the development of competencies in a number of languages.
Dossier
The Dossier offers the learner the opportunity to select materials to document and
illustrate achievements or experiences recorded in the Language Biography or Passport.

22
UNIT 2



EDUCATION
Vocabulary Find the "odd one out".
There may be more than one answer. Give your reasons.



A B C
1. single sex mixed coeducational
2. compulsory voluntary optional
3. independent school public school state school
4. nursery primary secondary
5. grammar school comprehensive
school
non-selective
school
6. streaming mixed ability
grouping
ability grouping
7. continuous
assessment
final examinations intelligence testing




EDUCATION

In Britain, school is compulsory between the ages of five and sixteen. Primary
education continues until the age of eleven. Pupils wishing to enter university usually
finish their secondary education when they are eighteen. Other types of further
education are available for those who want to learn a trade such as catering or
specialize at an early stage. In recent years, the proportion of young people entering
university has risen dramatically. The variety of degree courses on offer has also
widened. It is now common for students entering fields such as nursing to be based at
university.
Educational terminology can be very confusing. For example, preparatory and public
schools are fee-paying and both belong to the independent or private sector. Middle
schools, which fall between primary and secondary education, are part of the state
system, but do not exist in all parts of Britain. Most state secondary schools are
"comprehensives" and are non-selective. However, in some towns, institutions known
as grammar schools operate selectively. Children are tested at the age of eleven and
the bright ones are creamed off. Many parents argue that grammar schools should be
abolished to allow equality of opportunity for all children. Others insist that a fast
track is needed for gifted pupils and that diversity means more freedom of choice.

Dialogue
A: What kind of education would you choose for your child?
B: For a start, it would have to be a mixed school and not a boarding establishment.
A: What have you got against single sex schools?

23
B: Clearly, a coeducational environment promotes understanding between boys and
girls. It's far more natural.
A: Don't you think they distract one another when they become teenagers?
B: Well, maybe they do, but they've got to learn to live together. I'm against all forms
of segregation.
A: How about boarding schools? Don't they teach children how to live together? I'd
have thought they'd be very useful for children without brothers and sisters.
B: But "only children" can still find friends in their neighbourhoods or local day
schools. Why have we got to create large institutional families? If people decide to
have children, then they should value family life.
A: Would you prefer your child to be educated privately or by the state?
B: To be honest, that's a very difficult question, because if the state schools in my
town were very bad, then I might be tempted to pay private fees. I hope that wouldn't
be necessary.
A: Would you consider sending your child to a grammar school?
B: Again, that depends on the alternatives. I prefer the comprehensive system, but I
wouldn't want my child to be in mixed ability classes for all subjects. There'd have to
be some form of streaming.
A: What's wrong with mixed ability teaching?
B: The reality is that people learn subjects such as languages and mathematics at
different speeds. It's a nonsense to keep everybody at the same level regardless of
their progress.




24






Discussion questions
1. Would you prefer to send your child to a mixed or single sex school?
2. Is day school always a better alternative to boarding school?
3. Should rich people be permitted to buy educational advantages by sending their
children to private schools or should all schools be run by the state?
4. Do you prefer a system where children are put in fast and slow streams or is it
better to create mixed ability classes?
5. Should corporal punishment be permitted in schools?
6. Which system do you favour for measuring childrens progress - final examinations
or continuous assessment?
7. Do the "three Rs" (Reading, Writing and Arithmetic) make up the most important
part of the school curriculum?
8. Look at the pictures below and comment , describe and compare the types of
educational approaches illustrated.



25








































26

UNIT 3

CULTURAL DIFFERENCES
Vocabulary
Find the "odd one out". There may be more than one answer. Give your reasons.


A B C
1. similar different dissimilar
2. a multi-racial society a multi-lingual
society
a monoculture
3. immigrants emigrants migrants
4. the Normans the Romans the Saxons
5. to intermarry to interfere to integrate
6. asylum refuge shelter
7. Prejudice bias criticism




CULTURAL DIFFERENCES
Most European countries have multi-racial societies owing both to historical and
geographical factors. Military conquests, persecution and economic hardship have all
contributed to waves of immigration.
Early British history highlights the influence of the Romans, the Vikings, the Saxons
and the Normans. More recently, we have opened our doors to people from our
former colonies seeking jobs, refugees seeking political asylum and other members of
the European Community.
Racial integration has been successful in many areas of Britain. Intermarriage
between people of similar cultures is now very common. The popularity of Chinese
and Indian food and support for events such as the Notting Hill Carnival show a
further acceptance of cultural differences.
However, good race relations have proved more difficult where there has been large-
scale immigration involving dissimilar cultures, especially in areas of social
deprivation - for example, where there is poor housing and high unemployment. Not
only do immigrants become scapegoats for the problems of these areas, but they,
themselves, may be reluctant to integrate for reasons of religion or cultural identity.



27

Dialogue
A: What do you think is the problem between the English and the Americans?

B: That's a very interesting question, because both nationalities share a common
language and are usually on the same side in war-time, yet they rarely speak well of
one another on a personal level.

A: Are we talking about a struggle for superiority?

B: Yes, but we measure our superiority in different ways. Ours is cultural and
historical. We believe we're more civilized. We're the country of Shakespeare and the
industrial revolution. Americans visit England in search of culture and history.

A: So in what ways are they superior?

B: Well, obviously in size. Everything's bigger - their country, their salaries, their
roads, their companies. Theirs is the land of MacDonald's, Coca Cola, Microsoft and
IBM. They enjoy telling us that they're the best.

A: And are they right?

B: Yes, if you measure success purely in dollars, but there're two points here. Firstly,
many English people actually believe that "Small is Beautiful". They prefer countries
where you don't get mugged in parks and subways.

A: What's the other point?

B: I was coming to that. It's the difference in character. Maybe you think you're the
best in the world, but you don't go shouting about it from the rooftops. Americans
lack our modesty and reserve. They're probably warmer and more friendly, but they're
often very loud and extrovert to go with it.

A: So you prefer the British character?

B: Not entirely. We tend to be rather oblique in our conversation. When Americans
speak, you can take them literally, but when English people speak you have to read
between the lines.

A: We say one thing and mean another?

B: Exactly.

28


Discussion Questions
1. "Cultural differences cause problems. It is better for people to stay in their own
countries rather than to migrate to other ones." Do you agree?
2. Would you prefer to live in a monoculture or a multi-racial society? Why?
3. "It is better to study major international languages like English rather than to spend
time on minority languages for the sake of regional identity." Do you agree?
4. "Governments should give regions in their countries more autonomy so that they
can protect and enjoy their own cultures rather than serving the centralized policies of
the capital city." Do you agree?
5. Is it better to marry someone of the same cultural background?
6. "Religion as a school subject should include all the major world religions - not
only the majority religion in the country concerned." Do you agree?
7. How do you think "British Culture" differs from "N. American Culture"? How do
these cultures differ from the culture of your own country?
8. Look at the following pictures, describe and compare them. Comment on any
relevant aspect connected with the
current topic.
















29
UNIT 5


YOUTH & OLD AGE
Vocabulary Find the "odd one out".
There may be more than one answer. Give your reasons.



A B C
1. experience innocence naivety
2. an adolescent an adulterer a youth
3. a couch potato a dodderer a zombie
4. forgetful senile virile
5. an octogenarian a pensioner a senior citizen
6. elderly old antique
7. antiquated old-fashioned veteran
8. to respect to revere to worship



YOUTH & OLD AGE

Youth is associated with innocence, beauty, good health, energy, idealism, curiosity,
immaturity, inexperience and rebellion. Old age often implies experience, wisdom,
fatigue, failing health and conservatism. For some people it is a time of fulfillment and
contentment; for others it may involve cynicism and bitterness. It is sometimes
associated with senility when people are forgetful or easily confused.
The physical differences between the young and the elderly are obvious. The average
age of competitors in the World Cup or the Olympic Games is likely to be under 35.
Medical records show that pensioners require more health treatments than other age-
groups.
However, the descriptions of character relate more closely to fiction than to actuality.
The contrast between the innocence of youth and the experience of adulthood is
established both in William Blake's poetry and William Shakespeare's plays.
Shakespeare's young lovers are much too innocent and inexperienced to engage in
vandalism, joy-riding or drug-trafficking, yet magistrates in Britain today are asking
for tougher sentencing powers to combat juvenile crime. Many young teenagers are
now experienced offenders.
The notion of youth being rebellious could possibly date from the 1960s when there
were many student protests in Western Europe and the U.S.A. More recently, there
have been big student demonstrations in China and South Korea. Yet in many other
countries, young people are careful to observe the status quo. Respect for elders still
seems to be more prevalent in Asia and the Middle East than in Western Europe and
the U.S.A. where the average age of political leaders seems to have fallen.





30
Dialogue

A: Do you think that the young have anything to learn from the elderly and vice
versa?

B: Well, older people are said to have more experience than younger ones.

A: I've heard that argument time and time again, but nobody ever says what
experience!

B: I'd've thought that was obvious. They've lived through personal and family
relationships. In many cases, they've bought and sold houses. They've witnessed ups
and downs in their careers. They're often experts on matters of health ranging from
minor ailments to major operations. Some of them have been round the world.

A: But do these achievements really relate to the problems of young people today?

B: They have to, somewhere along the line. What I'm saying is that older people have
been there before. They've had the problems and found the solutions.

A: I'm not sure that it works like that. You see, today's young live in a different age.
For a start, they don't go looking for information on the shelves of their local
reference library. If they need any kind of advice, they'll find it on the Internet. I don't
suppose their grandparents will know how to use Search Engines.

B: It seems that you're confusing quantity of information with quality of
information. Nobody knows you better than someone in your own family. You don't
need a global instrument to solve a local problem.

A: Let's look at the other side of the coin. What can the young teach the elderly?

B: If the elderly are receptive, they could share some of the benefits of information
technology. An E-mail message or a fax could save someone with mobility problems
a lot of time and effort. Telephone banking could spare them having to queue in one
of the few remaining branches of their bank. The elderly re often confused by
modern telephones and automatic switchboards.

A: I wonder whether that's the case. Isn't it rather that they enjoy getting out and
about instead of sitting next to a telephone? Don't you think they're right to be
suspicious of technology which is turning us all into screen-gazers and zombies. The
young are so hooked on these electronic toys, that they can't really see where they're
going. The elderly don't need all this virtual reality. They are content to listen to the
trees rustling in the wind, to smell the summer grass and to watch the setting sun.








31

Discussion questions
1. Are young people generally more selfish than their parents and grandparents?
2. Should adults try to teach young people lessons, such as the dangers of drinking
too much, taking drugs or contracting the HIV virus, or should they leave them alone
to find out about these things themselves?
3. What do you think is the best age to be? Explain your opinion.
4. Most countries give young people rights as they reach a certain age. For example,
British people can legally make love or fight for their country at the age of 16; they
can drink, vote and drive a car when they are 18. Does your country have similar
laws? Do you think that any of the age limits need changing?
5. Should young people have to do some form of military or community service by
law?
6. Should people of between 60 and 65 be obliged to retire from their jobs in order to
make way for younger workers?
7. Are there many things that the old can teach the young or are they hopelessly out
of touch by the time they reach a certain age?
8. In most countries, compulsory education is targeted at 5 - 16 year olds. Would it be
better to offer it to pensioners who want to learn rather than young people who prefer
not to be in school?
9. In Russia, China and many other countries, there is a tradition of choosing leaders
who are advanced in years. Do you think that older people make better leaders?
10. Many elderly people have disabilities which limit their mobility. Do buses, shops
and public buildings in your country provide easy access for the disabled or are your
towns and cities designed mainly for the young and able-bodied?
11. Should the elderly be expected to pay for residential care out of their own savings
or should appropriate accommodation and nursing be provided by the tax payer?


32

















































We are here to be excited from youth to
old age, to have an insatiable curiosity
about the world. Aldous Huxley once
said that to carry the spirit of the child
into old age is the secret of genius. And I
buy that. We are also here to genuinely,
humbly, and sincerely help others by
practicing a friendly attitude. Every
person is born for a purpose. Everyone
has a God-given potential, in essence,
built into them. And if we are to live life
to its fullest, we must realize that
potential.
- Norman Vincent Peale
Figure 1Changing Bodies
I am saddened when I speak with so many adults who
bemoan their teen years as the worst period of their lives.
I remember those years fondly, and sometimes I think my
high school and college years were the happiest of my
life. I'm not sure I would want to repeat them, but in
recollection they were times of dramatic change and
growth; for the first time I became a responsible chooser
and could begin to plot the course of my own life.
Archibald MacLeish has a good word for the vantage
point of aging, remembering when he was younger and
less wise:

"At twenty, stopping round about,
I thought the world a miserable place,
Truth a trick, faith in doubt,
Little beauty, less grace
Now at sixty, what I see,
Although the world is worse by far,
Stops my heart in ecstasy,
God, the wonders that there are!"



33

"Age is something to be proud of."
What is the best age to be? No, I'll rephrase the question: Spiritually, what is the best age to be?
A very different question. Should we want to be young because there is an open and unknown
future of growth before us? Should we want to be old so that we may look upon a life of
accomplishment, deep relationships, fraught with meaning? Or somewhere in between? Your
current age perhaps? In my Building Your Own Theology curriculum I invite people to draw a
straight line on paper, place a dot at the beginning for their birth, a dot for where they are now,
and a final dot estimating when they think they might die. A sobering, but fascinating, exercise
in values clarification.
Actually, I identify with E. B. White who wrote, "Old age is a special problem for me because
I've never been able to shed the mental image I have of myself - a lad of about 19." It is a
common psychological phenomenon for each of us to see ourselves as being frozen at a certain
age. In case you were wondering, I'm 35.
Then there is a sweatshirt marketed by National Public Radio which I must buy as soon as I am
old enough. It reads: "Over the hill and on a roll." Its sequel sweatshirt says, "Over the hill?
What hill? I don't remember any hill."
The dramatic increase in our longevity does change our way of thinking. While sickness or
accident or war does end some lives before their time, we now have years at our disposal once
never thought possible. One's later years become an opportunity for a "summing up," a
reflection on the meaning of what we have lived.
Film maker Ingmar Bergman gives us an arresting image. "Old age is like climbing a mountain.
You climb from ledge to ledge. The higher you get, the more tired and breathless you become,
but your view becomes much more extensive
Life is a combination of memory and hope. What would our lives be without the memories of
times past - the good, the bad and the indifferent? We would not be human without our memory,
which is the repository of who we are and who we have been. But our lives look not only to the
past for their meaning, but also to the future in hope of what might yet be. We live on the cusp
of past and future we call the present. And if we ignore the present we may miss it.
As John Hughes has Matthew Broderick say in his screen play Ferris Bueller's Day Off, "Life
moves pretty fast; you don't stop and look around every once in a while, you could miss it." As
John Lennon of Beatles fame put it, "Life is what happens to us while we're making other
plans."
And so what is the best age to be? In a way that's a no-brainer. With all the difficulties each of
us faces, now is the best age to be. Today we can celebrate the past or come to terms with it or
some combination of the two - and wrest meaning from it. Today we can anticipate an unknown
future - over which we have at least some minimal control.
But now - this time in this place with this people is the best place to be - the best age to be.
Besides, it's all we have. Life is a series of undifferentiated moments which we seek to weave
into a pattern of meaning.
Source: Selected from: WHAT IS THE BEST AGE TO BE? By Richard S. Gilbert - September
21, 2003 - Ithaca, NY (http://unitarian.ithaca.ny.us/sermons/RSG20030921.html)

34

UNIT 6


MALE & FEMALE ROLES Vocabulary Find the "odd one out".

There may be more than one answer. Give your reasons.



A B C
1. a baby-sitter a home-maker a bread-winner
2. prejudice harassment discrimination
3. racism political correctness sexism
4. the chair the chair-person the chairman
5. a husband a wife a partner
6. Ms Mrs Miss
7. crches nurseries primary schools
8. capabilities talent qualifications



MALE & FEMALE ROLES
In the British General Election in 1997, some of the most powerful men in the country
lost their seats to professionally successful women. One hundred and nineteen women
were elected to the House of Commons and five women secured Cabinet posts. By
1997, over a million of Britain's four million small businesses were run by women.
Many of these women had left corporate life because of their difficulties in
progressing in large organizations, especially in the world of finance, where men are
generally favoured for the top managerial posts.
During the twentieth century, women in Britain have had to campaign vigorously for
equal rights - the right to education, the right to vote and the right to work in posts
traditionally reserved for men. It was largely through war-work that women proved
their capabilities.
More recently, they have been outperforming men in public examinations. Women's
rights campaigns have focused particularly on language and thought. Terms such as
"chairman" have been changed to more neutral descriptions such as "chair" or less
ambiguous alternatives such as "president". This is part of the recent concept known
as "political correctness".
Some men are careful to avoid accusations of sexism and sexual harassment while
others have reacted by campaigning for "men's rights".


Dialogue

A: What kind of rights do women and men want in your country?

B: To begin with, most women and men want the right to work.

35

A: Do you think both partners in a relationship should expect to work in times of High
unemployment?

B: It's often an economic necessity for both partners to work, especially if
they're buying a house or providing for a family.

A: What if there isn't enough work to go round?

B: Then some people will be out of a job - they could be either women or men.

A: Aren't they more often women?

B: Yes, but it isn't that women don't want to work. For a start, they suffer more
discrimination in the work-place. When a young woman applies for a job, it isn't
possible to ask her whether she intends to start a family or not, but it is possible to
give the job to a man with fewer qualifications.

A: Does that happen?

B: Perhaps not as much as it used to, but if a woman leaves a job to start family,
it may be very difficult for her to return to full-time work. Many women are in part-
time jobs and on very low rates of pay. Underemployment of well qualified women
who are working as bar-maids or waitresses is a huge waste of talent.

A: Are there many underemployed men?

B: Yes, certainly. There are those who do seasonal work such as deck-chair
attendants or English language teachers and those who depend on the black economy
for occasional jobs - they might repair your motorbike or clean your windows!

A: How about unemployed men?

B: Well, unemployment can be very frustrating for those men who believe that
they should be the bread-winner in a relationship. Many live on state benefits. There
is also a group of men who have become unemployable. They have dropped out of the
system altogether. The adventurous ones become New Age Travellers, the idealistic
ones become political protesters and the dishonest ones turn to crime.

A: So, if the system doesn't give you any rights, you live by your own rules!

36



Discussion questions
1. Belinda Brooks-Gordon, a university psychologist, has done research showing that
men in a top international company categorize women into five groups:
Babes (young and attractive women with little professional credibility)
Mums (considered unattractive and ignored by male traders)
Lesbians (feminists)
Dragons (women considered old or unattractive, rudely treated)
One-of-the-boys (women who behave like men - only they progress)
In your country, do women have equal opportunities in the work-place e.g. the same
pay and promotion opportunities as men? Are they categorized?
2. Is it easy for women to continue their careers after taking time off work to start a
family? Do companies provide crches or nurseries?
3. Do parents and teachers in your country encourage girls and boys to grow up
differently? Do they play with the same toys? Do they receive the same education at
school and university?
4. Do you think women and men should perform the same or different roles? Are
men usually the bread-winners and women usually the home-makers in your country?
5. Are there any "womens or mens rights" groups in your country? You can
consult the following links to find out more.
http://www.trinity.edu/~mkearl/gender.html
http://www.washingtonpost.com/wp-srv/national/longterm/gender/gender1.htm



37
READING AND WRITING

UNIT I

Tessa Saunders works for Knight and Day. Knight and Day is an advertising agency
with offices in London and New York. Tessa lives in Wimbledon, a suburb of
London. She usually gets up at six thirty. She goes to work on the Underground. It
usually takes her about fifty minutes to get to her office. It's near Piccadilly Circus -
about five minutes away on foot.

Tessa earns a good salary, but her job isn't easy. She usually starts work before nine
in the morning and never finishes before seven or eight o'clock in the evening.
Sometimes she leaves the office after nine or even ten o'clock. She often goes to bed
after midnight and doesn't get very much sleep - perhaps five or six hours.

Tessa has a friend called Roger Mitchum. She doesn't see him very often. He lives in
San Francisco. He works for a company that makes computer software.


Present Simple
Form

Positive and negative


Question
Where do
I
we
you
they live?
Where does
he
she
it

Short answers
Do you like Peter?
Yes, I do.
Does she speak French?
No, she doesnt.

Use
The Present Simple is used:
1. To express a habit.
I
We
You
They
live
dont live
near here
He
She
It
lives
doesnt live

38
I get up at 7:30.
Dutch people travel a lot.
2. To express a fact which is always true.
Vegetarians dont eat meat.
We come from Spain.
3. To express a fact which is true for a long time.
I live in Oxford.
She works in a bank.

Present Simple and Present Continuous
1. Look at the use of the present simple and present continuous in the following
sentences.
Do you wear a uniform at work?
Why are you wearing that funny hat?

I watch TV nearly every night.
Sh! Im watching a good film!

Annie works in an office.
Its Sunday now. She isnt working.
Shes reading at home.
2. Look at the wrong sentences, and compare them with the right sentences.

X

Where is she coming from?
Where does she come from?
X

Are you liking Coke?
Do you like Coke?
X

Who do you speak to on the telephone?
Who are you speaking to on the telephone?
X

I read a good book at the moment.
Im reading a good book at the moment.

Have/have got
Form
Positive Negative
I
We
You
They
dont have
havent got
any money.
He
She
doesnt have
hasnt got




I
We
You
They
have
ve got
two sisters.
He
She
has
s got

39
Question
Have
I
we
you
they
got a car?
Has
he
she

Short answer
Have you got a camera?
Yes, I have./No, I havent.
Do you have a camera?
Yes, I do./No, I dont.

Note
We can use the contractions (ve and s) with have got, but not with have.
Ive got a sister.
I have a sister.
Wrong : Ive a sister.

Use
1. Have and have got mean the same. Have got is informal. We use it a lot when we
speak, but not when we write.
Have you got a light?
The Prime Minister has a meeting with the President today.
2. Have and have got express possession.
Ive got a car.
I have a car.
Hes got blond hair.
He has blond hair.
When have + noun means an activity or a habit, have and the
do/does/dont/doesnt forms are used. Have got is not used.
I have lunch at 1:00.

Look at the wrong sentences and compare them with the right sentences.
Note
In the past tense, the got forms are
unusual. Had with did and didnt is
much more common.
I had a bicycle when I was young.
Did you have a nice weekend?
I didnt have any money when I was a
student.



Do


I
we
you
they
have a car?
Does
he
she
X

Ive got a shower in the morning.
I have a shower in the morning.
X

What time have you got lunch?
What time do you have lunch?
X

He has never got milk in his coffee.
He never has milk in his coffee.

40


Reading and communicating LOVE

Vocabulary

Love doesnt only mean romantic love. There are many different kinds of love,
different levels of feeling towards people, places and things. Number these words
from 1 to 9 in the order you think is the best (1 = positive feelings, 9 = negative
feelings).


Be fond of Worship Not like very much
Adore Like Love
Dislike 1 Idolise 9 Hate

Choose five of these words and tell your partner about people, places and things you
know, using those five words.

Talk about your feelings

Write the answers in the first two columns below, and then ask your partner about
the people, places and things on his/her list and write his/her answers in the
second two columns. Tell each other something about the likes and dislikes that
youve written down.

What do you love or really like very much?
I really like
(perhaps
love) :
Im not
very
fond of :
My partner
really likes
(perhaps love):
My partner
isnt very
fond of :
A country
A town
A type of music
A type of film
Something to eat
Something to drink
A person of opposite
sex

A person of the same
sex

A child
An animal

Love is
sharing an umbrella in a storm.
giving him your last chocolate.
telling her shes more beautiful than yesterday.
Think of some more endings for Love is (you neednt be too serious about this!)


41


Here are some English proverbs which have the word love in them. They are
general comments on love. Work in groups of three or four to make suggestions
about their meaning.
a) One cannot love and be wise. c) Love me, love my dog.
b) Love is blind. d) Love will find a way.

Here are some comments made by young children about love. What experiences
or observations do you think are behind these comments?

Fiona, 6I love my friends because they play with me. I love my Mummy. I cuddle
her. The bad thing about love is that you always have to get married.
Alex, 6People who love each other rub noses. I say hello and wave my hand. If I
wanted to show a boy I loved him I would give him a game. Id give a girl a dolly.
Harriet, 5Love is care. I love my granny and granddad, but older people dont love
each other. Ive got an older sister but I dont love her because shes always being
nasty.
Martin, 6I love Anna but I havent told her. And I love my mummy. She shows she
loves me by doing things for me, like washing up.
Anna, 6Love is very nice, it makes my feel happy. I love Ben because hes good
looking. I dont think Ill get married. I wont love anyone when Im older.
Peter, 5I love Abigail. Sometimes I hug her and kiss her. Ive already asked her to
marry me and I went down on one knee. Ill marry her when Im 31.


UNIT II

It's half past six on Monday morning. Tessa Saunders works in an advertising agency.
She's having breakfast and reading a newspaper. The radio is on. She's listening to
some music.

Richard Knight is Tessa's boss. He's having a shower.

It's half past seven and James Chen is putting on a new suit. James comes from Hong
Kong, but he doesn't live there any more. He lives in London now and he has an
interview for a job at ten o'clock this morning.

It's half past eight now. Richard Knight is driving to work. He isn't going very fast
because the traffic is very heavy this morning.

It's half past nine now. Tessa is talking to Richard Knight. They're in his office. He's
smoking a cigar.

James is talking to a policewoman. He's asking the way to Blake Street.

It's ten fifteen now. James Chen is in Tessa's office in Blake Street. She's interviewing
him.


42
It's eleven o'clock now. James is waiting for a bus. It's cold and it's raining, but he's
happy because he's got a job with Knight and Day.



Question forms
1. Questions with question words
Questions can begin with a question word: what, where, which, how,
who, when, why, whose

Wheres the station?
In Backer Street.
Why are you laughing?
Because you look funny.
Whose is this coat?
Mine.
How does she go to work?
By train.

Note
1. What, which, and whose can be followed by a noun.
What size do you take?
Which coat is yours?
Whose book is this?
2. Which is generally used when there is a limited choice.
Which is your husband?
This rule is not always true!
What/Which newspaper do you read?
3. How can be followed by an adjective or an adverb.
How big is his new car?
How fast does it go?


2. Questions with no question word
The answer to these questions is yes or no.
Are you hot?
Yes, I am./No, Im not.
Is she working?
Yes, she is./No, she isnt.
Can you swim?
Yes, I can./No, I cant.


Form
1. Verbs forms with an auxiliary verb
Positive She is reading.

Question Is she reading?



43
Positive They are watching a film.

Question What are they watching?

Positive She can drive.

Question Can she drive?

2. Verb forms with no auxiliary verb
In the Present Simple and the Past Simple, there is no auxiliary verb in the positive.
They live in London.
He arrived yesterday.

Do/does/did is used in the question.
Do they live in London?
Where does Bill come from?
When did he arrive?

Present continuous
Form
am
is + verb + -ing (present participle)
are
Positive and negative Question




Short answer
Are you going?
Yes, I am./No, Im not.
Is Anna working?
Yes, she is./No, she isnt.

Note
We cannot use Im, were, shes, etc. in short answers.
Wrong Yes, Im.
Yes, shes.
Right Yes, I am.
Yes, she is.

Use
The Present Continuous is used:
1. To express an activity happened now.
Theyre playing football in the garden.
I m (am)
m not
working.
He
She
It
s (is)
isnt
working.
We
You
They
re (are)
arent
working.
What am I wearing?
What is
he
she
it
wearing?
What are
we
you
they
wearing?

44
She cant answer the phone because shes washing her hair.
2. To express an activity happened around now, but perhaps not at the moment of
speaking:
Shes studying Maths at university.
Im reading a good book by Henry James.
3. To express a planned future arrangement:
Im meeting Miss Boyd at ten oclock tomorrow.
Hes starting French lessons next week.
What are you doing at the weekend?

Communicating
Write a paragraph referring to the academic subjects you are studying this semester.

UNIT III

Tessa got up at six thirty yesterday morning. She didn't feel very well, but she went to
work all the same. She went to work on the Underground and got to her office at eight
o'clock.

At half past nine she had a meeting with her boss, Richard Knight, and at ten o'clock
she interviewed a young man, James Chen, for a job. Tessa liked him very much and
he got the job. She didn't have very much time for lunch. She was too busy, and she
wasn't very hungry anyway, so she had a sandwich and a cup of coffee in a small cafe
near the office.

At two o'clock she had a meeting with a photographer. She didn't like one of his
photographs at all. She thought it was all wrong for the advertisement they were
planning. They argued about it, but finally he agreed with her.

She left the office around eight yesterday evening. She got home about nine and had
dinner alone. Then she watched television for a few minutes, but she didn't like the
programme, so she turned it off. She went to bed at half past ten. That's very early for
her. She usually goes to bed much later.


Past Simple
Form
The form of the Past Simple is the same for all persons.
Positive
The positive of regular verbs ends in ed. There are many common irregular verbs.
I
He/She/It
finished
arrived
yesterday.

45
We
You
They
went

Negative
The negative of Present Simple is formed with didnt.
He walked.
He didnt walk .
I
She
You
etc.
didnt
(did not)
arrive yesterday.

Question
The question in the Past Simple is formed with did.
She finished.
When did she finish ?
When did
she
you
they
etc.
arrive?

Short answer
Did you go to work yesterday?
Yes, I did.
Did it rain last night?
No, it didnt.

Use
The Past Simple is used:
1. To express a finished action in the past.
We played tennis last Sunday.
John left two minutes ago.

Note: The Past Simple is often used with past time expressions: last year, last month,
five years ago, yesterday morning, in 1945.

2. To express actions which follow each other in a story.
James came into the room. He took off his coat and sat down on the bed.
Suddenly, he noticed somebody behind the curtain. He stood up and walked
slowly across the room.

Past Continuous
Form
was/were (past tense of to be) + verb + -ing (present participle)
Positive and negative Question

46
what
was
I
he
she
it doing?
were
we
you
they

Short answer
Were you working yesterday?
Yes, I was.
Was she studying when you arrived?
No, she wasnt.

Use
The Past Continuous is used to express a past activity happening over a period of
time.
What were you doing at 9:00 last night?
I was watching TV. (I started watching before 9:00, and continued after 9:00.)

Past Simple and Past Continuous
Look at the use of the Past Continuous and the Past Simple in the following
sentences:
I was doing my homework at 7:00 last night. (I was in the middle of the activity.)
I did my homework last night. (I started and finished.)
I was doing my homework when Jack arrived.
When the teacher arrived, the students were talking.
(Doing my homework and talking are long activities. Something happened in the
middle to interrupt them.)
The teacher arrived. Then they started the lesson. (Here, there are two activities, one
followed by another.)
The moon was shining through the window.
James Bond came into the room and sat down on the bed.
(In stories, the Past Continuous is often used to describe the scene. The Past Simple
tells the action.)



Reading and communicating ANGER

In groups of four to six, look at these proverbs. Decide what you think they mean. Do
you agree with what they say? Why/Why not?

a) When people are angry, they cannot be in the right. (Chinese proverb)
b) A hungry person is an angry person.
c) Anger is a short madness.
d) People who get angry slowly stay angry longer.
e) Let not the sun go down upon your anger. (Ephesians 4:26)
f) When angry, count to a hundred.
I
She
He
It
was
wasnt (was not)
working.
We
You
They
were
werent (were not)

47

Remember a past event when you felt angry. Then write your answers in the
chart below.

YOU YOUR PARTNER

What made you angry?

How did you show your anger?


Now talk to your partner. Ask her/him the same questions, and fill in the
chart.
Talk to the rest of the class. Tell them about your partner. Listen to all the
answers.
What makes people angry most often?
How do most people show their anger?


What would you do?

Now work in groups of three. Look at these situations. How would you behave in
each situation? Would you get angry? How would you show your anger? Or would
you try to control yourself?

i) A visitor to your home accidentally breaks your
favourite vase.
ii) Your child runs across the road without looking at
the traffic, and nearly gets run over.
iii) Someone pushes in front of you in a queue in a busy
shop.
iv) Someone bumps into your car when you are waiting
at the traffic lights.
v) Your favourite television programme is cancelled
because a sports programme goes on too long.
vi) A friend telephones to say they cant come and see
you tonight as planned, because theyve been
invited to a party.
vii) Your husband/wife/girlfriend/boyfriend forgets your
birthday.

48
viii) Someone leans out of their car and makes a rude
sign at you, shouting that youre a bad driver. You
dont think youve done anything wrong.
ix) In the park, someones dog jumps up at you, and
cover your coat in mud.
x) In a restaurant, the waiter ignores you and begins to
serve other table although you were sitting there
first.

Now talk to the rest of the class. Did they feel the same way as you? Or did they
react differently? How did most people react to each situation?

A problem to solve

Here is a letter taken from the Problem Page of a magazine.

a) In groups of four to six, read the letter, and decide what advice you would give.











b) Tell the other groups what your advice would be to Mary S. Have any groups
thought of similar advice? Which piece of advice do you think is the best?

Class talk

Talk about these points with the others in your class.
Is anger a good emotion? Is it better to be angry and
express your feelings? Or is it better to try to stay calm
and hide your feelings?
Do you get angry easily? Or rarely?
Do you try to stay calm or do you show your anger?
Have you ever been angry and regretted it? Or not been angry and regretted it
afterwards?


UNIT IV

Yes, that's very interesting, Tessa. Now what do you know about their financial
situation?
Well, they didn't do too well last year. They lost a lot of money in the first half. But
the second half was better.
Dear Aunt Clare,
I have a very stronger problem - Im married to a man who never
gets angry. At first I thought it was wonderful to be with such a
gentle person, but nothing ever makes him cross, and its beginning
to upset me. We can never have a proper argument, because he
doesnt like arguments. He just shrugs his shoulders and leaves the
room if I shout at him. Why do you think hes like this? What can I
do to change him?
Mary S.


49
I'd like exact figures.
I'll get them if I can.
Are they going to make a profit this year?
It's difficult to ...
I know what you're going to say. It's difficult to know because the year isn't over yet.
Just get as much information as possible.
I'll do my best.
Are they going to bring out any new products this year? Find out about that, too.
All right. Anything else?
No, not for the moment. Oh ... uh ... by the way, what are your plans for tomorrow
evening?
Well, I'm going to do an interview at Metro Radio early in the evening. Why?
My partner from New York is going to be here. There's something very important
we'd like to discuss with you.
Oh! In the evening?
Yes. Will you have dinner with us?


Will

Form
will + infinitive (without to)
Will is a modal auxiliary verb. The forms of will are the same for all persons.





Positive and negative Question
When will
he
you
they
etc.
help me?


Short answer
Will you help me?
Yes, I will.

Note
No, I wont. is not common because it is impolite. It means I dont want to help
you.
A polite way of saying no here would be: Im afraid I cant.

Use
Will is used:
1. To express a future decision or intention made at the moment of speaking.
Its Janes birthday.
Is it? Ill buy her some flowers.
Goodbye. Ill see you tomorrow.
I
She
You
They
etc.
ll (will)

wont
come.
help you.
invite Tom.

50
Ill take the red. Thank you.
2. To express an offer.
Ill carry your suitcase.
Well do the washing-up.

Going to

Form
am/is/are + going + to + infinitive
Positive and negative Question
When
am I
going to arrive?
is
he
she
it
are
we
you
they


Short answer
Are they going to get married?
Yes, they are./No, they arent.

Use
Going to is used:
1. To express a future decision, intention, or plan made before the moment of
speaking.
Were going to move to London.
How long are they going to stay in Rome?
She isnt going to have a birthday party.
2. Where we can see or feel now that something is certain to happen in the future.
Look at those clouds! Its going to rain.
Watch out! That box is going to fall.
You work so hard. Youre going to be rich and successful.

Will or going to?

Look at the use of will and going to in the following sentences:
Im going to make a chicken casserole for dinner.
(I decided this morning bought everything for it.)
What shall I cook for dinner? Er I know! Ill make chicken casserole! Thats a
good idea.
(I decided at the moment of speaking.)

I
m (am)
m not
going to work.
He
She
It
s (is)
isnt
We
You
They
re (are)
arent

51


Reading and communicating OLD AGE

Talk about your feelings

Work in groups of three or four. Before you talk to the others write as much as you
can about how you would like to be and what you would like to do when youre old.
Think about your old age from as many different aspects as possible.

Id like to
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................

Now compare what you have written with the others in your group. If there are other
suggestions that you like too, you can add to your list (if you agree with them).

Help for old people
In Britain, anyone over the age of sixty can have a Senior Citizens Railcard. This
allows them to buy train tickets at reduced prices.

a) Describe any special help that people over a certain age in your country get (with
travel or anything else).
b) What, in general, are the attitudes towards old people in your country?
They are respected and helped. __
They are neglected by a society that prefers the young, the
beautiful and the modern. __
c) What happens to old people in your country when they cant look after themselves
any more?
They are looked after by their families. __
They spend their old age in special homes for old people. __

Compare your answers. Justify your opinion and give examples.
Pros and cons

When Im old Im going to
... leave this city and go and live in the country-side because...
... find a voluntary job to do. Id like to help other people. Ive worked all
my life - why should I stop?
... travel all over the country...

Work with a partner and think of some positive points about these plans, and some
difficulties these people might meet.

Talk about these points with the others in your class.
What differences can you see between what you used to be like in the past
and how you are now?
What changes do you expect to happen in your future?

52
What do you think you can look forward to when you retire?
What might be less pleasant about becoming old?

UNIT V A

You look worried.
I am.
Why?
Well, I'm going to have an interview tomorrow, and I don't know what to say when
they ask me the usual question.
What question is that?
'Have you ever done this kind of work before?'
You see, this company designs hotels, but all my experience has been in restaurant
design.
Yes, I know. But don't tell them that.
Do you mean I should tell them a lie?
Say that I have had some experience in designing hotels?
No, of course not.
Well, what should I say then?
Say, 'No, I've never done that kind of thing before, but I have done things that are
similar.'
But that's not ...
Isn't there anything similar about designing restaurants and designing hotels?
Well, the two things aren't completely different. I mean, hotels usually include
restaurants.
You see! There are things in your previous experience that can help you get the job.
Hmm. Perhaps you're right.


Present Perfect Simple

Form
have/has + verb + -ed (past participle)
The past participle of regular verbs ends in ed. There are many common irregular
verbs.
Positive and negative Question
Have
I
we
you
they
been to the
United States?
Has
he
she
it

Short answer
Have you been to Egypt?
Yes, I have./No, I havent
Has she ever written poetry?
I
We
You
They
ve (have)
havent
worked in a
factory.
He
She
It
s (has)
hasnt

53
Yes, she has./No, she hasnt.


Note
We cannot use Ive, theyve, hes etc. in short answers.
Wrong: Yes, Ive.
Yes, weve.
Right: Yes, I have.
Yes, we have.

Use
The Present Perfect relates past actions and states to the present. The Present Perfect
is in a sense a present tense. It looks back from the present into the past, and expresses
what has happened before now.
Weve met a lot of famous people. (before now)
Shes lived here all her life. (up to the present, and probably into the future)
Here are two main use of the Present Perfect:
1. To express an action in the past. We are interested in the experience as part of
someones life.
Ive travelled a lot in Africa.
Theyve lived all over the world.
Ever and never are common with this use.
Have you ever been in a car crash?
My mother has never flown in a plan.
2. To express an action or state which began in the past and continues to the present.
Ive known Alice for six years.
How long have you worked as a teacher?
For and since are common with this use.
Ive lived here for two years.
Ive had a beard since I left the army.

Note: In many languages, this use is expressed by a present tense. In a way, this is
logical. Peter is a teacher. Peter is a teacher for ten years. But English has a tense
which looks back from the present to the past, the Present Perfect. So we say: Peter
has been .
Wrong: Peter is a teacher for ten years.
Right: Peter has been a teacher for ten years.

Past Perfect and Past Simple

1. Look at the use of the Present Perfect and the Present Simple in the following
sentences.
Ive lived in Rome for six months. (I still do.)
I lived in London for a year. (Now I live somewhere else, not in London.)
Sallys written several books. (Shes still alive.)
Shakespeare wrote many plays. (He is dead.)
Hes worked in a bank three years.
He started working in the bank in 1989 / when he was 20 / three years ago.



54
3. Look at the wrong sentences and compare them with the right sentences.






UNIT V B

Hello. I'm Paula Silverman, and welcome to Media World.
We're delighted to have Tessa Saunders with us today from Knight and Day
Advertising.
Well, first of all, how long have you been working in advertising, Tessa?
For five years.
Could you tell us about your present job?
Well, I'm an account executive. I work very closely with the client. We make
decisions about the best advertising strategy for a product. I also work closely with
the people who write the advertisements - the copywriters.
And how long have you been doing that? Working as an account executive, I mean.
For about three years.
I have the impression that people don't last very long in advertising - that it's a good
business to be in when you're young but not when you're older.
Do you agree?
Well, it is true that there are a lot of people below the age of thirty in advertising, and
many of them earn very good salaries. But there are also a lot of older people in it,
too.
But isn't it much easier to lose a good job in your business than it is to get one?
It isn't as safe as a job in a bank, if that's what you mean.


Present Perfect Simple

Use
The Present Perfect Simple looks back from the present to the past. In this unit, we
see that the Present Perfect is used to express a past action with a result in the present.
We are looking at a recent past action, and
expressing its effect on the present.
Ive lost my wallet. (I havent got it now.)
My cars been stolen! (It isnt here now.)
Has the postman brought any letters?
(Are there any letters on the mat now?)
X

Ive broken my leg last year.
I broke my leg last year.
X

He works as a musician all his life.
He was worked as a musician all his life.
X

When have you been to Greece?
When did you go to Greece?
X

How long do you have your car?
How long have you had your car?

55


Note
Notice the use of certain adverbs with the use of the Present Perfect.
Shes just passed her driving test. (a very short time before)
Thanks, but Ive already had a lunch. (some time before)
Has the postman been yet? (any time before now)
He hasnt got up yet, and its 11:00! (yet is used in questions and negative sentences)

Present Perfect Continuous

Form
has/have + been + verb + -ing (present participle)
Positive and negative Question
How long
have
I
we
you
they been working?
has
he
she
it

Short answer
Have you been running?
Yes, I have./No, I havent.

Use
The Present Perfect Continuous is used:
1. To express an activity which continues to the present.
Weve been waiting here for hours!
Its been raining for days.
2. To refer to an activity with a result in the present.
Im hot because Ive been running.
Her shoes are muddy. Shes been digging the garden.

Note
1. Sometimes there is little or no difference in the meaning between the Present
Perfect Simple and Continuous.
How long have you worked here?
How long have you been working here?
2. Think of the verbs that have the idea of a long time, for example, wait, work,
learn, travel, play. These verbs can be found in the Present Perfect Continuous.
Ive been playing tennis since I was a boy.
Think of the verbs that dont have the idea of a long time, for example, find,
start, buy, dye, lose, stop. It is unusual to find these verbs in the Present Perfect
Continuous.
Ive bought a new dress.
My cat has die3. Verbs that express a state (for example: like, love, hate,
know) are not found in the d. My radios broken.
Present Perfect Continuous.
I
We
You
They
ve (have)
havent
been working.
He
She
It
s (has)
hasnt

56
Weve know each other for a long time.
How long have you had your car?
Wrong: Weve been knowing each other for a long time.
4. The Present Perfect Simple looks at the completed action. This is why, if the
sentence gives a number or a quantity, the Present Perfect Simple is used.
Ive written three letters today.
The Continuous in not possible.
Wrong: Ive been writing three letters today.


Reading and communicating ADULTHOOD


The Sunday Times asked people when they felt they had finally said goodbye to their
childhood, and became an adult. Here are some of their answers:

Manhood finally struck home on the day I left Army. It had to do with facing up the
dull, dreary routine of life. Adulthood with its weekly wage-packets and protecting
the crease in ones trouser-knees was all that lay ahead Willis Hall,
playwright

I was 15 years old and my brother Tim was 10 when we learnt my father only had
weeks to live. We were told there had been a number of heart operations for this sort
of complaint but no one over the age of 30 had survived. Nothing was ever going to
be the same again. Rosie Barnes, Member of
Parliament

Experience has taught me to behave like an adult when its necessary, which is quite
a lot of time. Therefore I work, pay bills, answer letters from lawyers and accountants,
and consider how what I do today will affect tomorrow. But I dont think its wise to
give up childhood so as much as possible Ive held onto mine. Im 41 and 14
concurrently
Marsha Hunt, singer

I have been pretending to be grown up for some 25 years now. I know precisely the
moment it happened: lying in hospital, I turned my head to the side to meet a pair of
piercing blue, two-minute-old eyes, totally dependent on me. A slow realisation
My God, she thinks I know what Im doing! Ive been playing Mummies and
Daddies ever since. Jane
Asher, actress

Read what each person says about growing up. Then talk about what they say, and
write down your answer to the questions in the chart below.

Willis Hall Jane Asher Marsha Hunt Rosie Barnes
Does he/she feel
grown up?

When did he/she feel
they grew up?

Do they think its a

57
good thing to feel?
What do they say
about it?



Think about these questions:

Do you feel grown up? Yes When did you first feel grown up?
No When do you think youll feel grown up?
Do you think feeling grown up is a good thing?
Talk to your partner, and discuss your answers to these questions.
Do you feel the same about some things? Talk about the differences you feel,
and the reasons for them.

Carry out a class survey, to find out how everyone feels.

How many people in the class feel grown up? How many dont? (Do not
forget to ask the teacher!)
What are the main landmarks people think about when growing up?
How many people think its a good thing to feel grown up? How many think
its better to feel young?


UNIT VI

How was your flight?
Well, there was a delay, but it wasn't very long.
Oh. Well, I'm glad you got here safely. Now, let me introduce you to my colleagues.
But of course, you already know Hans Landau.
Yes, I do. We met when you and he were in London.
Yes, of course.
And this is Barbara Fischer, our publicity director.
I'm pleased to meet you.
My pleasure.
Now, uh ... before we begin the meeting, can we get you some tea or coffee?
No, thank you. Later, perhaps.
Good. Let's begin then.


The passive

Form


The past participle of regular verbs end in ed.

am/is/are
was/were
has/have been
+ verb + -ed
(past participle)

58
Present
Positive and negative
English is spoken all over the world.
Renault cars are made in France.
My children arent helped with their homework.
Coffee isnt grown in England.
Question
Where is rice grown?
Are cars made in your country?

Past
Positive and negative
My car was stolen last night.
The animals were frightened by a loud noise.
He wasnt injured in the accident.
The thieves werent seen by anyone.
Question
How was the window broken?
Were the plants watered last night?

Present perfect
Positive and negative
Ive been robbed!
Diet Coke has been made since 1982.
Question
How many times have you been hurt playing football?
Has my car been repaired?

Short answer
Are cars made in your country?
Yes, they are./No, they arent.
Were the plants watered last night?
Yes, they were./No, they werent.
Has my car been repaired?
Yes, it has./No, it hasnt.

Note
1. The rules for tense usage in the passive are the same as in the active.
Present Simple to express habit: My car is serviced regularly.
Past Simple to express a finished action in the past: America was discovered by
Columbus.
Present Perfect to express an action which began in the past and continues to the
present: Diet Coke has been made since 1982.
2. The passive infinitive (to be + verb + -ed) is used after modal auxiliary verbs and
other verbs, which are followed by an infinitive.
Driving should be banned in city centres.
The house is going to be knocked down.




59
Use
1. The object of an active verb becomes the subject of a passive verb.
Active: Shakespeare wrote Hamlet.
Passive: Hamlet was written by Shakespeare.
2. The passive is not another way of expressing the same sentence in the active. We
choose the active or the passive depending in what we are more interested in.
Hamlet was written in 1600. (We are more interested in Hamlet.)
Shakespeare wrote comedies, histories and tragedies. (We are more interested in
Shakespeare.)

Note
Some verbs, for example, give, have two objects, a person and a thing.
She gave me a book for my birthday.
In the passive, we often make the person the subject, not the thing.
I was given a book for my birthday.




Reading and communicating ANIMALS

Talk about your feelings

In your country, which of these animals would you
i) eat?
ii) keep as a pet?
iii) treat as a wild animal?
iv) use as a working animal?




Fill in your answers below.

ANIMAL EAT KEEP AS
PET
TREAT AS
WILD
USE AS A
WORKING
ANIMAL
Cat
Dog
Horse
Deer
Rabbit
Squirrel
Fox
Duck
Goat
Camel
Frog
Mouse



60
Pros and cons

a) Read this article.

Pupils Watch Pets Killed

Horrified pupils at the George Land School in Hertfordshire have seen their
favourite farm animals killed and sold for meat.
Parents are worried that their children will be permanently upset by
this.
One mother said that her 13-year old daughter had been looking after
rabbits at the school farm, and had been shocked to find three of them dead. I
think its terrible, she said. My daughter was extremely upset when she came
home from school.
Another mother said that many parents were opposed to the killing, but
were frightened to say anything in case their children were expelled from the
school.
But the headmistress, Mrs. Jill Johnson, defended the farm. She said it
was one of several in the area, and that it is supported by local veterinary
surgeons. Where town and country meet, there is bound to be a clash of views
on life, she added. But its an approved policy in rural schools, and only the
children who want to take part in the scheme do so. Theyre not forced to.
She agreed that some children become very fond of the animals and are upset
when they are killed. However, she hoped those children would speak out and
start a discussion about it. The school has an active animal rights group, and
many of the girls are vegetarian, she added.
Children are told when the animals are to be killed, and can choose
whether to watch or not. Children who want to skin the animals can do so. The
larger animals are sent to a slaughterhouse, and sold as meat.
One mother spoke in favour of the scheme. Mrs. Janette Salter said her
13-year old daughter, Dominique, had a responsible attitude towards animals
as a result of working on the farm. She has no fear, and if she had to she could
kill her own pet rabbit, she said.


b) When you have finished reading the article, decide whether you agree or disagree
with what the school is doing. Form two groups: those who agree with the school and
those who disagree with it.
Make a list of the points in the article which support your view. Add any
more points you can think of.
Now make a list of all the points for the opposite point of view. Add any
more points you can think of.
Form small groups of six to eight. Discuss the points you have thought of,
for and against what the school is doing. What do you think?

Class talk

Talk about these points with the others in your class
People often say that in Britain, animals are treated better than children. Is
this true in your country?

61
Do you think animals are a substitute for children for some people?
How do you think animals should be treated? Do you think some people
make too much fuss of them?
Do you think we should eat them? Use their fur? Keep them as pets? Take
care of them? Use them for work? Put them in zoos? Let them go free?




UNIT VII

What are the most important things we can say about the new video camera?
Frau Fischer. Would you like to answer that question?
First of all, it will be one of the best cameras on the market. But it won't be the most
expensive.
Just a moment please. I'd like to make some notes.
Where's my pen? Here it is. Yes, go on, please.
You see, we are using some completely new materials. This means that the camera
will also be one of the lightest and smallest on the market. But the quality of the
pictures and also the sound is excellent.
Oh, no!
What's the matter?
My pen! I bought it only two days ago. It cost a lot, but it doesn't work!
Can I lend you my pen?
No, that's all right. I've got another one with me. Thanks all the same.





What like?

Form
what + verb to be + subject + like?
Shes very patient.
Theyre very kind.
Wonderful. We swam a lot.
OK, but some were dirty.

Note
We dont use like in the answer.
Wrong : Shes like patient.
Right: Shes patient.

Use
What like? means Describe somebody or something. Tell me about them?
Like in this question is preposition, not a verb:
What is Jim like?
What
s (is) your teacher
are his parents
was your holiday
were the beaches
like?

62
Hes intelligent and kind, and hes got a lovely blue eyes.
In the following sentences like is a verb:
What does Jim like?
He likes motorbikes and playing tennis.

Note
Hows your mother?
Shes very well, thank you.
Hows your mother? asks about health. It doesnt ask for a description.


Comparative and superlative adjectives

Use
1. Than is often used after a comparative adjective.
Im younger than Barbara.
Barbara is more intelligent than Sarah.
Much can come before the comparative to give emphasis.
Shes much nicer than her sister.
Is Tokyo much modern than London?
2. The is used before superlative adjectives.
Hes the funniest boy in the class.
Which is the tallest building in the world?
3. As as shows that something is the same or equal.
Jims as tall as Peter.
Im as worried as you are.
4. Not as/so as shows that something isnt the same or equal.
She isnt as tall as her mother.
My car wasnt so expensive as yours.

Form
Adjectives Comparative Superlative
Short adjectives cheap
small
big
cheaper
smaller
bigger
cheapest
smallest
biggest
Adjectives that
end in y
funny
early
heavy
funnier
earlier
heavier
funniest
earliest
heaviest
Adjectives with
two syllables or
more
careful
boring
expensive
interesting
more careful
more boring
more expensive
more interesting
most careful
most boring
most expensive
most interesting
Irregular
adjectives
good
bad
far
better
worse
further/farther
best
worst
furthest/farthest


63


Reading and communicating THE PACE OF LIFE

Make these words SLOW (S) or FAST (F) in the boxes below. Use your
dictionary if you need to.
walk W rapid W stroll W wander W fly W amble W swift W quick W
gradual W leisurely W run W relaxed W hasty W gentile W
Can you think of any more words to add to the list? Work in groups of four. Compare
your words. Add any new words to your list.

Look at this list of forms of transport.
train boat lorry bicycle motorbike Concorde
car bus hovercraft air balloon aeroplane helicopter

a) Which form of transport is the fastest? Which is the slowest? With your
partner, put them in order of speed by writing numbers 1-12 in the boxes
above (1 = fastest; 12 = slowest).
b) Which form of transport do you like best? Which would you not enjoy? Why
or why not?
Talk to your partner. Do you agree? Write down your answers.

FAVOURITE
FORM OF
TRANSPORT
WHY? LEAST FAVOURITE
FORM OF
TRANSPORT
WHY?
Me
Partner
Work in groups of four. Decide which is the best way for you to travel (for
example, the fastest, the cheapest, the most comfortable or most interesting) for
the following:
a) from your home to school/collage/work
b) from London to Paris
c) from Europe to Australia
d) from the East Coast to the West Coast of America
e) from your home to your favourite place for a holiday
f) around the world
Now imagine the same journeys with:
- your eighty-year-old uncle
- two small children (a baby of six months and a two-year-old)
- six heavy suitcases

People often say that life is getting faster every year. But does faster mean better?
Talk to your partner. Do you think FAST or SLOW is better for each of these
things?
COOKING (What about fast food?)
ART (Think about painting and photographs.)
COMMUNICATIONS (Think about writing letters and telephoning.)
LEARNING A LANGUAGE (What about intensive language courses?)
GETTING FIT (Think about crash diets and exercise programmes.)

64

Talk about these points with the others in your class.
Do you think life is faster than when you were young? Is it better?
Do you think being able to travel to other places more quickly makes life better
today?
Do you think being able to communicate quickly with other people makes life
better?

UNIT VIII

Good evening, sir. Can I help you?
Yes, my name is Mitchum. I have a reservation.
Pardon? Can you repeat your name, please?
Mitchum.
How do you spell that, sir?
M ... I ... T ... C ... H ... U ... M.
And your first name, please?
Roger.
Robert? Robert Mitchum?
No, Roger. R ... O ... G ... E ... R.
I'm sorry. Roger. Not Robert. Um ... yes, here it is ... 1st March ... Roger Mitchum. A
single room with a shower for three nights. Is that right?
Yes. From the first to the fourth.
Can I see your passport, please?
Here you are.
Thank you.
Your room number is three forty-seven, Mr Mitchum. Here's your key.
Thank you.







Can, could and will

Can, could and will are modal auxiliary verbs. They are used with the infinitive.
Can I help you?
Could you tell me the time?
Ill carry your bag.

Polite requests
Can and could are used for requests.
Can
Could
I
go home, please?
have some stamps, please?

Could is (a little) more formal. Can is (a little) more familiar.
Can
Could
you
pass the salt, please?
turn off the TV, please?

65

Offers
Will is used to express an offer of help.
Ill bring some wine.
Ill make you a cup of tea.
John will take you home.


Note

1. In many languages, this use of will is sometimes expressed by a present tense.
English use will to express an offer made now about a future action.
Wrong: I give you my phone number.
I open the door for you.
Right: Ill give you my phone number.
Ill open the door for you.
2. In this use, the contraction ll is always used.
Wrong: I will help you with your homework.
Right: Ill help you with your homework.


Reading and communicating ADDICTION

What differences can you see between a drinking habit and a drug habit? Think of
some possible answers to these questions. Do this by yourself.


Talk about people

When do you think a
person can have his/her
first experience with
alcohol or drugs?

Where do you think the
First experience can
take place?

Who else do you think
can also be involved in
this first experience?

How easy is it to buy
alcohol or drugs?

How easy is it to
Become addicted?

Why is giving up so
difficult?
THE ALCOHOLIC THE DRUG ADDICT







66

Giving advice
Heres a letter that was received by the organisation LIBRA. Work in groups of three
or four, and make a list of points of advice you would give the writer.

















When we think about addiction we nearly always-think first of smoking, alcohol and
drugs.
What do you think might be the problems of a person who:
o cant stop working?
o cant stop eating?
o cant stop gambling?
What do you think could be the consequences of these habits for the person
concerned and for others?
If you have ever known anyone who was or is addicted to any of the things
mentioned in this until tell the rest of your class something about the person.

UNIT IX

Well, as I said, this is confidential. Very confidential!
Yes, I understand. Go on.
We're not happy with Bell and Winter, and Nathalie Artaud ... that's the director of the
company (and my boss, of course) ... Nathalie Artaud wants to find another agency.
I see. Hmm.
That's why I wanted to see you today. I wanted to find out if you're interested.
I see. Hmm.
Well, are you?
Useful expressions
for giving advice:

It may help you to
If I were you Id
Well, one solution
may be to
In your situation I
think Id
It might be a good
idea to
Dear Mr. Rowley,
I need some help badly. My husband, who lost his job
last year and has been unemployed ever since, has become an
alcoholic. Dont get me wrong he used to drink before he lost
his job, but now it has really become a problem. We often used
to go out for a drink in the evening together, but we never had
more than one or two and it was always a pleasure. Now he
just sit around all day, feels useless (so he says) and starts
drinking even before lunch. I find that Im beginning to drink
more, too. This is not just to keep him company, but Ive
developed the idea that if I drink it, he cant. Before I just used
to nag him but that didnt work. What can we do now? Can you
help us? Im sure our two children, aged eleven and eight, will
soon begin to suffer if they havent already.
Mrs. D.M. (Eastbourne)


67
Interested? Yes, David. I'm very interested. But I think I should talk to my boss before
I say anything more.
Of course.

Should

Form
should + infinitive (without to)
The forms of should are the same for all persons.
Positive and negative Question
Should
I
she
they
see a doctor?
see a doctor?
Do you
think
I
he
we
should

Short answer
Should I phone home?
Yes, you should.
Should I buy a Mercedes Benz?
No, you shouldnt.

Use
Should is used to express what the speaker thinks is right or the best thong to do. It
expresses mild obligation, or advice.
I should do more work. (This is my option.)
You should do more work. (Im telling you what I think.)
Do you think we should stop here? (Im asking you for your opinion.)

Shouldnt expresses negative advice.
You shouldnt sit so close to the TV. Its bad for your eyes.









Reading and communicating CRIME AND PUNISHMENT

A problem to solve

Make the punishment fit the crime: A case of murder

At the age of forty-two, Kurt Hofmann, a German businessman, was given a very
high position in a large company in Zurich, Switzerland. He took the job as head of
I
He
We
They
etc.
should do more exercise.
shouldnt tell lies.
Note
Should expresses the opinion of the speaker, and it is
often introduced by I think or I dont think.
I think politicians should listen more.
I dont think people should get married until theyre 21.

68
the marketing department even though he had not had direct experience in this type of
work before. He was very ambitious and really wanted this well-paid job. The
company gave him the job even though they knew it was a problem position.
After about six months it was clear that Mr. Hofmann was under a lot of stress. Work
with a partner and number these stress factors 1-10, starting with 1 as the most
serious.

his job was beyond him, he just
couldnt do it
__ he had to move away from the town
where he had always lived
__
his colleagues, five men in particular,
disliked him and told everyone how
bad he was at his job
__ he worked at least twelve hours a day
trying to do the job
__
his superior didnt help him at all __ there was no one at work he could trust __
his wife left him __ he was living in a foreign country __
his girlfriend refused to move to
Zurich
__ he was living alone for the first time in
his life
__

One day this STOP PRESS report was in the evening newspaper:




He was arrested a couple of weeks later in a hotel
a few hundred miles away. When his trial took
place months later, lots of comments were made
about him.


Im a handwriting analyst. Samples of his
handwriting over the years show definite signs of
instability.
I work at RAZ. He should be put in prison for the
rest of his life every day of it.
Mr. Hofmann lived in the flat upstairs. He
seemed such a nice man. I cant understand it at all. I feel very sorry for him.
Im a psychiatrist. Ive examined Mr. Hofmann and I can definitely say that he is
unable to cope with stress. He is not a leader and probably never was.

The consequence of that fateful day were:
for Mr. Hofmann seventeen years in prison
for his immediate superior early retirement with a good pension
for four employees death, leaving three widows and seven orphans
for one employee unable to work for the rest of his life

Work in groups of four to decide:

a) if you think seventeen years was a fair sentence.
b) if you think any other people were also partly responsible for what Mr. Hofmann
did.
STOP PRESS
RAZ marketing chief kills
four.
The head of the marketing
department at RAZ, Kurt
Hofmann, shot five
employees, killing four and
seriously injuring one, this
morning. He escaped from the
RAZ head office and, at the
time of going to press, had not
been found. He is armed and
may be dangerous.

69

Give reasons for your decisions.

UNIT X

The software's very good. Our customers like the new software. Sales are increasing.
I'm glad to hear that.
But there are some problems.
Oh, what kind of problems?
I'd like to explain them later.
Perhaps we can discuss them at dinner this evening?
Yes, of course.
By the way, where would you like to go this evening? I mean, what kind of food
would you like to eat?
Well, I'm not sure. What do you suggest?
What about sashimi? Would you like that?
Sashimi? What's that? I'm afraid I don't know very much about Japanese food.
It's raw fish or raw seafood. It's very good!
Uh huh. I'd like to try that some other time perhaps. Can you suggest something else?
Yes, of course.


Verb Patterns

Here are three possible verb patterns.
1. Verb + infinitive (+ to)
They want to buy a new car.
He promised to come early.
I decide to go by taxi.
She forgot to post the letter.
2. Verb + -ing
She enjoys playing tennis.
I like cooking, but I dont like washing up.
He finished reading his book.
3. Verb + -ing or infinitive (+ to) with no change of meaning.
It began to rain/raining.
I started to learn/learning English two years ago.
I continued to work/working in the library.




70
Like doing and would like to do

Like doing (and love doing) express a general enjoyment. Would like to do (and
would love to do) express a preference now or at a specific time.
Look at the use of like (love) and would like (love) in the following sentences:
I like working as a teacher. (I am a teacher and I enjoy it.)
Id like to be a teacher. (When I grow up, I want to be a teacher.)
I love dancing. (This one of my hobbies.)
Thank you. Id love to dance. (Were at a disco. Im pleased that you asked me.)
Short answer
Would you like to dance?
Yes, I would./Yes, Id love to.
Would you like to come for a walk?
Yes, I would./No, thank you.

Note
No, I wouldnt. is not common because it is impolite.


Reading and communicating WOMEN AND MEN

These statements were made by children. Find four endings for a boy and four for a
girl from this list.

i) then Id be able to wear trousers more often.
ii) then it would be all right if I cried.
iii) then a _____________ would ask me for a date.
iv) then I could play football.
v) then I could have long hair.
vi) then I wouldnt have to help with the washing up.
vii) then I wouldnt have to carry all the heavy things.
viii) then Id be able to help dad repair the car.

Id like to be a girl because Id like to be a boy because





Fill in this questionnaire by yourself.

What sex are you? F M
If you grew up with both parents,
which one did you feel closest to?

What was your favourite toy
when you were a child?

What was your favourite subject
at school?

What subject did you dislike most
at school?


71
What was your hobby when you
were a child?

What did you expect of your
future when you were a teenager?



Share your opinions about being male or female. Talk about:
yourself in relation to societys image of your sex - what is that image?
yourself in relation to advertisers image of your sex - do you fit in?
what you think must be the best things and the worst things about being a
member of the other sex in your country.

Have a guess!

Here are some statistics about people in America. What do you think the answers to
these questions are? You probably dont know the answers for sure, but have a guess!

Who live longer men or women?
Are there more men or women in America?
Which group has the highest percentage of unemployment men or women?
Who are there more of male prisoners or female prisoners?
Who marry younger men or women?
Which group has the highest percentage of smokers men or women?
Who is more likely to die of heart and related diseases men or women?

Talk about your feelings

Work in groups. Which of these things could you:
a) accept completely?
b) find unusual but acceptable?
c) not be able to accept?
d) find unusual and a bit strange?

72
UNIT XI A

What about you, by the way?
Me?
Yes. How's your work going?
Uh ... not so well.
Oh, really? I'm sorry to hear that.
Er ... would ... would you like to talk about it?
Um ... I'm not sure if I would.
Oh, I see.
If you really want to know, it's my boss.
Oh ... you mean you don't like him?
No, that isn't what I mean.
What's the problem, then?
It isn't that I don't like him. I hate him!
Is it that bad?
It's worse than that. I almost quit a few days ago.
Quit? Really? So ... what do you think you're going to do now?
I don't know ... but I'll tell you one thing. If he talks to me again the way he did a few
days ago, I will quit!

A. First Conditional

Form
if + Present Simple, will + infinitive (without to)
Positive and negative
If youre late wont wait for you.
Question
What
Where
will
you do
she go
if
you dont go to university?
she cant find a job?

Short answer
Will you go to university if you pass your exams?
Yes, I will./No, I wont.
If we look after the planet, will we survive?
Yes, we will./No, we wont.

Note
The condition clause (if) can come at the beginning of the sentence or at the end.
Ill pass my exams, if I work hard.
If I work hard, Ill pass my exams.

Use
The First Conditional is used to express a possible condition and a probable result in
the future.
If my cheque comes, Ill buy us all a meal.
If

I work hard, I
she has enough money, she
we dont hurry up, we
ll
(will)
pass my exams.
buy a new car.
be late.

73
Youll get wet if you dont take an umbrella.
Whatll happen to the environment if we dont look after it?

Note
English uses a present tense in the conditions clauses, not a future form.
Wrong: If it will rain
If Ill work hard
Right: If it rains
If I work hard


Time clauses

Form
Conjunction + Present Simple, will + infinitive (without to)
Conjunctions of time (e.g. when, as soon as, before, until) are not usually followed
by will. The clause refers to the future, but English uses the Present Simple, not will.
When your guests arrived, well eat.
As soon as I have some news, Ill phone you.
Ill do my work after I have a bath.
Ill speak to you again before I leave.
Well stay here until the rain stops.

Note
If expresses a possibility that something will happen; when expresses what the
speaker sees as certain to happen.
If I find my book, Ill send it to you.
When I get home, Ill have a bath.


B. Second Conditional

Form
if + Past Simple; would + infinitive (without to)
Would is a modal auxiliary verb. The forms of would is the same for all persons.
Positive and negative
If
I had more money, I
she knew the answer, she
we lived in Russia, we
d (would)
buy a CD player.
tell us.
soon learn Russian.

If I didnt have so many debts, I wouldnt have to work so hard.

Question
What
Which countries
would
you do
you go to
if
you had a year off?
you travelled round the world?

Short answer
Would you travel round the world?
Yes, I would./No, I wouldnt.

74
If they had money, would they buy a new car?
Yes, they would./No, they wouldnt.

Note
1. The condition clause can come at the beginning of the sentence or at the end.
Id help if I had more time.
If I had more time, Id help.
2. Were is often used instead of was in the condition clause.
If I were you, Id go to bed.
If he were cleverer, hed know he was making a mistake.


Use
The Second Conditional is used to express an unreal or improbable condition and its
probable result in the present or future. The condition in unreal because it is different
from the facts that we know. We can always say: But .
If I were Prime Minister, Id increase tax for rich people. (But Im not Prime
Minister.)
If I lived in a big house, Id have a party. (But I live in a small house.)
What would you do if you saw a ghost? (But I dont expect you will see a ghost.)


Reading and communicating OPTIMISM AND PESSIMISM
Work with a partner. One of you should think about an optimist who sees the positive
side of everything, and the other should think about a pessimist who sees everything
negatively. Answer these questions from the optimists and pessimists point of view.




Whats your favourite colour?

Which is your favourite
month?

Which is your favourite
season?

What sort of films do you like
watching?

Which foreign language do
you
like hearing?

What are you going to do
when you retire?

What did you read in the
newspaper yesterday?
OPTIMIST PESIMIST





























75
Are you an optimist or a pessimist? Do this quiz and find out!

































Class talk
Talk about these points with the others in your class.

What things (such as birds singing, for example) make you feel
optimistic?
What things make you feel pessimistic?
What do you sometimes do to cheer yourself up if youre feeling
down?








1. If you had just started a new job 5. If your boss suddenly called you in

and immediately found that you his office one Friday afternoon,
didnt like it, would you would you think
a) leave after one day? __ a) he was going to offer you a better
b) leave after a week? __ job? __
c) stay longer to see is things __ b) he was going to tell you to leave? __
improved? c) he wanted to talk to you about __
2. If you ask someone to give you something very routine?
some help, do you 6. If you went for an interview for a job
a) know they will agree? __ and didnt get it, would you assume
b) think they may agree? __ that they
c) feel sure they will disagree? __ a) found someone better than you? __
3. When you get post in the morning, b) realized you were too good for
do you expect it to contain the job? __
a) good news? __ c) just didnt like you as a person? __
b) bad news? __ 7. A good-looking member of the
c) nothing of interest to you? __ opposite sex is watching you from
4. If a relative contacts you after the other side of a crowded room at
years of silence, do you think they a party, do you
a) want something from you? __ a) think you must look attractive,
b) have realised theyve missed you? __ too? __
c) want to tell you someone in the b) feel that there must be something __
family has died? __ wrong with your clothes?
c) tell the friend youre with that the __
stranger is looking at him/her?

76
ANNEX 1

The prefixes and suffixes listed below are recurrent in academic and scientific prose.
The prefixes have been grouped according to meaning: the suffixes according to the
grammatical classes of which they are markers.


Prefixes Example
1. the opposite, negation of something

a-
anti-
counter-
contra-
de-
dis-
ill-
im-
in-
ir-
non-
un-



amoral
anti-modernist
counteraction
contradict
devalue
disadvantage
illegal
impersonal
inaccurate
irrelevant
non-response
unrepresentative
2. bad, wrong
mal-
mis-


malformation
misinterpret
3. quantity
bi-/ tri/ etc.
cent-
dec-
equi-
macro-
micro-
mono-
multi-

a lot, too much
hyper-
out-
over-
super-
ultra-

little, too little
sub-
under-

bilingual, trilingual
centenary
decade
equivalent
macroeconomics
microeconomics
monolingual
multipurpose

hyperinflation
outlive
overestimate
superhuman
ultramodern



subsequent
underestimate

4. temporal
ex-

ex-husband

77
fore-
neo-
post-
pre-
foresee
neo-Protestantism
post-war
prerequisite
5. to make or cause to beb
be-
em-
en-


befriend
embody
enable
6. relations
co-
inter-
intra-
intro-
mid-
semi-
trans-
vice-

co-author
international
intravenous
introduction
midway
semiprecious
transaction
vice-president
7. other important prefixes
pro- in favor of
re- again
self- of or by oneself

pro-feminist
re-examine
self-conscious





SUFFIX
ES

Nouns Adjectives Adverb
s
Verbs

78
-ability
-age
-an
-ance/ -
ence

-ary

-ate
-ation
-cracy
-cy
-dom
-ee
-
--er/-ar/-
or


-ery
-ese

-ful
-hood
-ics


-ism
-ist
-ite
-ity/ -ty



-ment
-ology/-
logy

-ship

-ster

-ure


-
capability
marriage
historian
importance
/

library

electorate
information
democracy
efficiency
freedom
employee

employer/
registrar/ac
tor

machinery
japanese

handful
adulthood
politics


egotism
psychologi
st
Thatcherite
similarity/
novelty


developme
nt
sociology

relationship

barrister

procedure





-able

-al
-an
-ant
-ary/-ory

-ate





-en
-er



-ese
-est
-ful

-ic
-ical

-ish
-ist
-ite


-ive

-less
-ly

-ous

-some

-th

-ward(s)
-wide



capable

social
Marxian
important
imaginary/
introductory
passionate





golden
larger



Japanese
soundest
powerful

historic
political

selfish
feminist



intensive

helpless
friendly

famous

troublesome

ninth

backward
worldwide














-er




-est













-ly







-
ward(s)















faster




closest













individuall
y







forward











-ate





-en









-ify







-ize (-
ise)











formulate





threaten









simplify







maximize
(A.E.)
maximise
(B.E.)








79
1. Adjectives
1.1 Order of adjectives
Some adjectives can be used before a noun
in English. See page 64 for a guide to the
order in which they can be used. In general
we put the precise adjective nearest the
noun but it is not always easy to decide
which is the most precise: a possible order
would be:
(1) (2) (3) (4)
determiner, your own options, dimensions (size, weight), age,
(5) (6) (7) (8) (9)
shape, colour, place of origin, material, purpose.

Examples:
- a Chinese silk wedding dress
- some short blue denim jeans
- an awful old stair carpet

2a. This is the
biggest factory in
the area.

2b. I have many old books but
this is the most interesting.



3. He is as strong as a horse.
He isnt as/so clever as his
sister.
We form the superlative by
2a. adding est to
one-syllable
adjectives ant to two
syllable adjectives
ending in y

using most + two- and more
than two-syllable adjectives

3. We use as + adjective + as
for positive comparisons or
not and as/so + adjective + as
for negative comparisons
1.3.2. Adjectives of one syllable
1. If the adjective ends in two
consonants (e.g. ng, - rd, -rm)
just add er, -est to the
adjective:
long, longer, longest
hard harder hardest
warm warmer warmest
2. If the adjective ends in one
vowel or one consonant (e.g.
in, -at, -ot) double the
consonant and add er, -est to
the adjective:
thin thinner thinnest
fat fatter fattest
hot hotter hottest
3. If the adjective ends in e
add r, -st to the adjective:
wide wider widest
rude ruder rudest
Exceptions:
Good better best
Bad worse worst
Much/many more most
Far farther farthest
(used to describe distance, but
can also mean additional,
extra e.g. further details,
further information)
old older oldest
(used to describe objects and
people)
old elder eldest
Notice elder, eldest are used
before a noun to talk about
family relationships, but after
verb only older oldest are
possible (e.g. My older/elder
brother, My brother is older
than I am).
1.2 Other points to notice about the
order and use of adjectives
1. He is 1 metre 30
tall.

2. I dont like living alone.

3. Its difficult to read.
The instructions
are easy to follow.

4a. She was worried about
him.
Hes a worried man.

4b. Its all very worrying.
Its a worrying time for all
of us.

1. Adjectives describing
measurement come after the
measurement.

2. Some adjectives (e.g. alone,
afraid, alive, awake) come
after the verb, never before a
noun.

3. Adjectives are often
followed by an infinitive with
to.

4a. Adjectives ending in ed
come after a verb like be, seem
or before a noun and describe
a persons feelings.

4b. Adjectives ending in ing
come after a verb or before a
noun and describe the person
or thing that produces those
feelings.
1.3 Comparative and superlative of
adjectives
1.3.3 Adjectives of more than one
syllable
1.3.1 Form 1. Ive never been
happier than I am
now
Friday 13
th
is the unluckiest
day in the year in Britain.

2. Sally is cleverer/more
clever than her brother.
The commonest/most
common cause of road death
is careless driving.
1. If the adjective
ends in y, change
the y to i and add
er, -est to the
adjective.
Exception: friendly, more
friendly, most friendly

2. Some adjectives with two
syllable can form their
comparative and superlative in
two ways: either by adding
(e)r, -(e)st or by using more,
1a. London is
bigger than
Edinburgh.
1b. This armchair is more
comfortable than that
wooden seat.
We form the comparative by:
1a. adding er to one-syllable
adjectives and to two-syllable
adjectives ending in y

using more + two- and more
than two-syllable adjectives +
than

80
3. I find science more
interesting than the arts.
He told me the most
extraordinary story.
most.
3. If the adjective has three (or
more) syllables use more, most
+ adjective.
weekly.
We are paid
monthly.
4b. Every Saturday we go out.
5a. He never buys cigarettes.
He always makes his own.
5b. She is always late.
5c. Theyve never offered to
help.
We are often being asked
for information of this kind.
6. Sit down here.

at the beginning for
emphasis
4a. Adverbs which
tell us how often
usually come in the
end position.
4b. Phrases like every week,
every Saturday can also come
at the beginning of a sentence.
5a. Adverbs which do not tell
us exactky when usually
come before a one-word verb.
5b. If the verb is be they
always follow the verb.
2. Adverbs
2.1 Form
1. quick quickly
slow slowly
2. careful carefully
beautiful beautifully
3. lucky luckily
funny funnily
4. He greeted me in a friendly
way.
She looked at me with a
silly expression on her face.
5. We arrived late.
Stand up
straight.
He works very
hard.
Dont walk so fast.
1. Adeverbs can be
formed from
adjectives by adding
- ly
2. The same rule
applies to adjectives
that end in i.
3. To form adverbs
from adjectives
ending in y,
change the y to I
and add ly.
4. To form adverbs
from adjectives
ending in ly we use
a phrase in a
way etc.
5. Some adjectives
do not change when
they become
adverbs.
Notice: lately and
hardly have a
different meaning
from late and hard:
lately recently,
hardly scarcely.
He went to the
cinema to the High
Street in town.
Put the book on the table in
the dining room.
7. He reads his newspaper
quickly at the breakfast table
every morning.
5c. If it is a two or
more word verb
they come after the
first part of the verb.
6. Adverbs and adverb phrases
which tell us where usually
come in the end position with
the direction (to the cinema)
mentioned first and the places
second (smaller places come
before larger ones).
7. Adverbs and adv. Phrases
which tell us how, where and
when usually come in that
order in the sentence (e.g. how
= quickly, where = at the
breakfast table, when = every
morning).

2.2 Comparative and superlative of
adverbs
2.4 Adverb or adjective?
1. She drives more
carefully than her
husband.
This is the most efficient
run office in the area.

2. He arrived later than you.
He walked the fastest.
1. We usually form
the comparative and
the superlative by
adding more most +
adverb.

2. Adverbs with the same form
as adjectives form their
That smells good but it tastes
awful.
Notice: If the verb is seem,
appear, look, sound, feel, taste
we use an adjective, not an
adverb.
3. Articles

81
comparative and superlative
with er est.

Notice some exceptions to
these two rules:
Well better best
Badly worse worst
Little less least
Much more most
3.1 Indefinite article (a/an)
2.3 Position of adverbs and adverb
phrases in sentences
1. You will need a
pen and an exercise
book.

2. There was a terrible storm
last night. The storm swept
across the whole country.

3. A million people received
our help last year. A few,
however, were not so lucky.

4. We come to classes twice a
week.

5. Shes a lorry driver.
Use with singular
countable nouns:
1. for more general meaning
(it doesnt matter which pen).
Notice: an is used before a
word that begins with a vowel
sound (e.g. an hour, an heir, an
MP but a university).
2. for a noun mentioned for the
first time. Notice: we use the
for the second mention.
3. with numbers (e.g. a
hundred, a thousand, a
million) and fractions (e.g. a
half, a quarter etc.).
Notice:
A few (people) = some;
A little (help) = some
but
1. He plays the
piano well.
She sings beautifully.
2a. Shes very clever.
I can hardly read it.
I dont quite understand.
2b. I have enough money.
Hes not tall enough to join
the police force.
They dont work hard
enough.
3a. Hes coming tomorrow.
3b. Yesterday he was in Paris.
Today hes in Rome.
4a. The magazine comes out
1. Adverbs which
tell us how
usually come in the
end position.
2a. Adverbs which tell us to
what extent or to what degree
usually come in the middle
position.
2b. Notice: enough comes
before a noun and after an
adjective or adverb.
3a. Adverbs which tell us
when usually come in the
end position.
3b. They can come at the

0 few = not many
0 little = not much
4. to mean every with
expressions of time (e.g. once
a year)
5. to describe a persons job or
situation
3a. for newspaper headlines
b.for telexes (where the
message should be as short as
possible)
c. for personal, informal
messages
4. before a second noun in a
linked part of nouns
3.2 Definite article (the)
1. Jane: A man
phoned last night.
Peter: Well, what did the
man want?
2.Last night I read the book
you recommended.
3. The sun rises in the east and
sets in the west.
4. The computer has
revolutionized office systems.
5. You can buy the best pizzas
in town at Paulos.
6. The English and the French
agreed to build a channel
tunnel.
The strong should help the
weak.
7. I live in the United
States/the Netherlands/the
Falklands/the West Indies/the
Philippines/the USSR.
8. Paris lies on the Seine.
The Atlantic separates
Britain from America.
Its very hot in the
Mediterranean at the moment.
Use with most
nouns for more
specific meaning:
1. to refer back to something
already mentioned
2. when we know which one
we are talking about
3. when we refer to only one
of its kind
Notice these other uses of the:
4. with singular countable
nouns when they stand for an
invention or a species
5. with a superlative (the first,
the most enjoyable)
6. with adjectives as plural
nouns
7. with the names of countries
or groups of islands which are
plural. Notice these
exceptions: the United
Kingdom, The Yemen
8. with names of rivers, oceans
and seas

3.4 Changes of meaning
Sometimes the use (or omission O) of the article changes the
meaning of what we say.
3.4.1 Meals
1. A dinner was held
last night at the
Savoy.
The dinner we held last night
was marvelous.
2. Come to 0 dinner next
Saturday.
What time do you have
breakfast.
1. a/an or the for particular
meals
2. no article (0) for mealtimes
in general
3.4.2 Transport
1. I hailed a taxi but
it didnt stop.
The six oclock train was en
minute early.
2. I always travel by 0 bus.
I came home on 0 foot.
1. a/an or the for
particular forms of
transport
2. no article (0) for the form of
transport in general
3.3 No article (0)
1a. 0 Museums are
interesting 0 places.
1b. 0 Sound travels very fast
We do not use an article:
1a. with plural
countable nouns and
3.4.3 Places

82
in 0 water.
2a. I live in 0 Rome/0 Percy
Road/0 China/0Jersey/near 0
Lake Windermere.
2b. I shop in 0 Harrods.
2c. I read 0 Punch.
2d. The queen lives in 0
Buckingham Palace.
2e. He went to 0 Shelffield
University.
3a. 0 MAN FOUND DEAD
ON 0 TUBE
3b. Send 0 representative
immediately.
3c. 0 Dinner in 0 oven.
4. You will need a knife and
fork. Take a bucket and spade
to the beach.

1b. with uncountable nouns
when speaking about the noun
in general (e.g. food, music,
love etc.) Compare: I hate the
sound of a drill (a particular
sound). Notice: a few
uncountable nouns (e.g.
advice, news, luggage,
information, research) require
phrases like: a/the bit of a/the
piece of to refer to a particular
example of that noun: a bit of
advice, a piece of news.
2. with the names of most
a. towns/cities, streets,
countries, single/individual
islands, lakes
b. shops
c. magazines. Notice these
exceptions: The Economist,
the Listener and most news
papers (The New York Times,
The Daily Mail)
d. named buildings
e. named institutions (e.g.
universities, schools, churches
etc.)
1. The meeting was
held in a school.
The workmen are busy in the
church repairing the roof.
2. Hes at university
(studying).
Shes in hospital (receiving
treatment).
He is in prison (serving a
sentence).

1. a/an or the to
refer to a particular
or known place or
building
2. no article (0) to refer to the
normal activity which goes on
at a place or building
4. Conditional sentences
Both if and unless (= if not) can be used to introduce
conditional sentences. The if clause can come before or after the
main (or result clause). Notice we often use a comma when
the if-clause comes first.
4.1 Conditional 1 5.2 Verbs followed by the infinitive
1a. If you take drugs regularly,
you become addicted to them.
1b. If you mix the colours blue
and red, you get purple.
2. If you work hard, youll get
a good job.
Unless you study, you wont
pass your exams.
Ill explain it again if you
dont understand.
USE:
1a. for general facts that do not
change
1b. for scientific facts. Notice
the verbs in both parts of the
sentences are in the present.
2. maionly for future
possibilities. Notice the verbs
after if and unless are in the
present but the verbs in the
result part of the sentence
are in the future.
5.2.1 Verb + infinitive with to
I cant afford to
have a holiday this
year.
We decided to get married.
I managed to find another
glass to replace the one I
broke.
Some verbs are followed by
the infinitive with to. Here are
some of the most common:

Afford forget
Appear happened
Arrange hope
Decide intend
Fail learn
Mange promise
Mean refuse
Offer seem
Plan threaten
prepare
4.2 Conditional 2
1a. If I had a million pounds, I
would buy a yacht.
If he knew the answer he
wouldnt tell me.
If Mary were here now, she
would drive me home.
1b. If I were you, I wouldnt
marry him.
Use:
1a. the unreal or improbable
conditions in the present or
future
1b. for giving advice and
suggestions. Notice the verbs
after if in the result part of
the sentence are in present
conditional.
4.3 Conditional 3 5.2.2 Verb + direct object + infinitive
with to
1a. We wouldnt
have gone abroad
for our holidays if
we hadnt bought a
new car.
1b. If we hadnt set out late,
we wouldnt have been caught
in the traffic jam.
1c. If you had listened to your
father, you wouldnt have
made so many mistakes.
Use:
1a. for unreal or impossible
conditions in the past.
1b. to imply regret
1c. to imply criticism. Notice
the verbs after if are in the past
perfect but the verbs in the
result part of the sentence
are in the perfect conditional.
He advised me to
take the exam.
They persuaded me to stay for
a few days.
Some verbs have a
direct object before
the infinitive with
to. Here are some of
the most common:
Advise persuade
Allow remind
Encourage teach
Force tell
Invite warn
order

83
5. Gerunds and infinitives
5.1 Verbs followed by the gerund (or
ing form)
5.2.3 Verb + direct object + infinitive
without to
I cant stand waiting
in queues.
You considered buying a
house in the coutryside, but we
enjoy being in the town too
much.
I miss living abroad.
Some verbs are
followed by the ing
form. Here are some
of the most
common:

I heard him sing
Figaro.
He let me borrow his car.
He made me tell him the truth.
Some verbs have a
direct object before
the infinitive
without to. Here are
some of the most
common:
Feel let
Hear make
See
Notice: hear and see can be
followed by the ing form to
express hearing or seeing only
part of an action (e.g. compare
I heard him singing in the
bath).
Apprecia
te
Avoid
Cant
help
Cant
stand
Consider
Deny
Deslike
Enjoy
Feel like
Finish
Give up
imagine
keep
(on)
look
forward
to
mention
mind
miss
object to
practise
put off
risk
suggest
be/get
used to
be worth

84

5.3 Verbs followed by either the ing or
the infinitive
what to do.
3. after certain
adjectives +
prepositions. Here
are some of the
most common:
afraid of good at
bad at keen on
bored with interested in
clever at tired of
fond of worried
about
1. He continued
working/to work
after everybody else
had left the
building.
2a. I like going to the cinema.
She loves dancing.
2b. I like to go to the cinema
once a week.
She would love to dance
the samba with you.
3a. I began studying/to study
in 1984.
I started writing/to write
when I was very young.
3b. I began to see that
something was wrong.
I started to realize what he had
done for me.
4a. He stopped smoking last
week.
He remembers going to the
seaside when he was a child.
Hell never forget eating raw
fish for the first time.
4b. He stopped the car to pick
up a hitch-hiker.
He remembered to post the
letters.
5a. I tried to phone you several
times but I couldnt get
through.
5b. I tried working in a shop,
but it didnt interest me.
6. Your hair needs cutting.
The garden wants weeding.
Some verbs take
either the ing form
or the infinitive:
1. Sometimes there is very
little difference in meaning.
2a. When verbs like cant bear,
like, love, hate, prefer are
followed by the ing form,
they tend to refer to a general
activity.
2b. but when these verbs are
followed by the infinitive, they
tend to refer to particular
occasions
3a. begin and start can take
either the ing form or the
infinitive
3b. but before a verb
expressing understanding (see,
realize) these verbs are
followed by the infinitive.
4. with verbs like stop,
remember, not forget, regret
a. the ing form refers to what
happens/happened before the
main verb (e.g. first he
smoked, than he stopped: first
he went to the seaside, now he
remembers the event; first he
ate raw fish, now he
remembers the event never
forget = always remember)
b. the infinitive refers to what
happens/happened after the
main verb (e.g. first he
stopped the car, then he picked
up the hitch-hiker; first he
remembered about the letters,
then he posted them:
5. try can take either the ing
form or the infinitive but
a. it is followed by an
infinitive when we mean to
attempt to do something
b. it is followed by the ing
form when we mean to
experiment
6. neead and want can be
followed by either the ing
form or the infinitive , but
when they are followed by the
ing form the meaning is
always passive.

5.5 Other uses of the infinitive
1. I came here to
study English.
2. She doesnt know what to
do next.
Can you explain how to do
it?
The infinitive is also used:
1. to express purpose
2. after who, what, how,
whether and verbs like know,
explain, wonder. Notice the
infinitive is not used in thios
way after why.
6. Link words
6.1 Words expressing result
1a. He was so tired
that he went to bed
early.
He spoke Russian so well
that everyone thought he was
Russian.
1b. It was such a difficult
exam (that) he knew he
wouldnt pass it.
2. It was late, so he decided to
take a taxi home.
3a. We have invested too
much money in this project.
Consequently, we are in
financial difficulties.
3b. His wife left him and as a
result he became very
depressed.
4. We feel, therefore, that a
decision must be made.
1a. so +
adjective/adverb +
that + clause
1b. such + noun + that +
clause
Notice: that can be left out in
informal speech.
2. so + clause
3a. as a result, consequently
can begin a new sentence
3b. and, as a result, is used in
the middle of a sentence
4. therefore often comes in the
middle of a sentence (it can
also come at the beginning or
the end).
5.4 Other uses or ing form 6.2 Words expressing reason
1. Walking is good
for you.
2. After walking to work, Im
ready to sit at my desk all day.
3. Im afraid of missing the
train.
Hes good at telling others
The ing form is also used:
1. as the subject of a
clause or sentence
2. following time words like
after, before, when, since,
while
1. Seeing
that/Since/As we
arrived late, all the
best seats had been
taken.
We couldnt find a good seat
because all the best ones had
been taken.
1. such, as, seeing
that + clause often
come before the
main clause
2. because + clause usually
comes after the main clause

85

3. We were unable
to go by train
because of the rail
strike.
Many of the deaths of older
people are due to heart attacks.
3. because of, as a
result of and due to
are followed by a
noun or a noun
phrase.
Notice: due to
means caused by
or resulting from.
4. During/All
through the summer
we got a lot of
visitors.
It rained heavily throughout
the night.
be used to introduce
a chain of events
4. during, all through and
throughout are followed by a
noun or a noun phrase
6.3 Words expressing purpose 6.6 Words expressing condition
1. We came to the
countryside to find
some peace and
quiet.
Handle the flowers carefully
in order not to manage them.
2. He chose this university so
that/in order that he could
study Physics.
1. We can use the
infinitives to (do), in
order (not) to (do),
so as (not) to (do) to
express purpose.
Notice: in order to, so as to
are more formal.
2. so that, in order that +
clause (often with the verbs
can could, might, would in the
clause).
1. Even if you are
born rich, life is
very difficult.
You can borrow the car as
long as you are careful with it!
You cant come with me
unless you promise to keep
quiet.
2. I dont know whether you
have met him or not.
a. They discussed whether
they should attend the Games.
b. It depends on whether the
government takes any action.
The organizers will decide
whether to impose lines.
1. even if, as long as
and unless + clause
can be used before
or after he main
clause
Notice unless means if
not
2. whether + clause usually
comes after the main clause
and is often used in indirect
questions with or not
a. Certain verbs (e.g. discuss)
can be followed by whether
but not if
b. After prepositions and
before to infinitives use
whether but not if.
6.4 Words expressing contrast
1. Although/Even
if/Even though the
car is old, it is still
reliable.
2a. Despite/In spite of the
rain, I went for a walk.
2b. We enjoyed our walking
holiday despite/in spite of the
fact that it was lining.
3a. Buying a house is
expensive. It is, however, a
good investment.
4. John is very rich
but/while/whereas his friends
are extremely poor.
5. On the one hand, these
computers are expensive. On
the other hand, they are
exactly what we wa
1. although, even if, even
though + clause can come
before or after the main clause.
Notice: even though is more
informal
2a. despite or in spite of + a
noun or noun phrase + the
ing form
2b. despite the fact that, in
spite of the fact that + clause
3a. however can come at the
beginning, in the middle or at
the end of a sentence
3b. though is more informal
and comes at the end of a
sentence
4. but, while, whereas are
usually placed in the middle of
two main clauses expressing
contrasting ideas
5. on the one hand and on the
other hand can be used at the
beginning, in the middle or at
the end of two sentences
expressing contrasting ideas.
Notice: on the other hand is
often used at the beginning of
the second sentence.

3. Take this
umbrella in case it
rains.
In case of emergency break
the glass.
3. in case + clause
usually comes after
the main clause.
Notice: In case of +
noun(often used in formal
written notices.
6.7 Words expressing additional
information or reinforcing a point

1a. I dont really
want to go out
tonight. Besides
there is a good film
on TV.
We are still
waiting for the
goods we ordered
three months ago.
Furthermore we

1a. besides, in
addition (to that)
and furthermore can
be used at the
beginning of a
sentence following
the first statement
made. Notice:
besides is less
formal; furthermore

86
6.5 Words expressing time
1. When/While/As I
was driving along
the road, I saw a
terrible accident.
He went out after hed
finished work.
2. Whenever/Everytime I see
him, hes driving a different
car.

1. when, while, as
and after + clause
can come before or
after the main
clause.
2. whenever, everytime +
clause often come before the
main clause for added
emphasis.
3. first, then, later etc. can be

87

pounds.
4. They like Indian food. I like
Indian food too/as well.
They arent very generous
people. They havent got any
friends either.
What the speaker is saying. In
this case it is necessary to
change the order of the subject
and verb. In sentences like
these the subject pronoun and
verb in the second part of the
sentence are usually
mentioned and but also are
separated.
7.4 should
1. I should really
help my mother
with the dishes (but
I wont)
2. I should study harder
3. We should be taking off in a
few minutes
4. I/We should be most
grateful if you could send us a
copy of the agreement
5. I should have told you but I
forgot

Should is used to express
1. an obligation (which you
may not carry out)
2. advice
3. something that will almost
certainly happen as long as
nothing unexpected prevents it
4. conditional sentences in
more formal/written style with
I and we
5. (with the perfect infinitive)
an obligation which was not
carried out
7. Modals
Will, shall, would, should, may, might, can, could, must, have
(got) to, ought to, need
7.1 will
1. Itll be raining
tomorrow.
2. Nothing on TV. Ill go to
the cinema instead.
3. Will you sit down, please?
I wont go with you.
4. Ill take you to the cinema.
5. Could you lend me one
pound?
Of course I will.
6. You will start work at 8 on
Monday.
7. I will not be treated in this
way.

Will is used to express;
1. a prediction about the future
2. a decision made while you
are speaking
3. a request or a refusal
4. a promise
5. willingness
6. an order
7. determination
7.5 may and might
1. He may/might be the new
teacher
2. He may/might be late this
evening
3. May/might I ask a question?
4. They may/might have been
held up in the traffic
May and might are used to
express:
1. a possibility now
2. a possibility in the future
Notice: might is rather less
certain than may in meaning
3. asking for permission
Notice: may is more common
than might and can is often
used instead of may
4. (with the perfect infinitive)
a possible explanation for
something in the past
7.2 shall
1. We hall send you
the information as
soon as possible
2. Shall we go out for a meal
tonight?
3. Shall I carry the case for
you?
4. No pupil shall enter the
library without the permission
of a teacher.
Shall is used to express:
1. the future (in the same way
as will but only with I and we)
2. a suggestion
3. an offer
4. Notice: shall is occasionally
used in very formal (written)
orders.
7.6 can
1. I can ski/drive a car
2. Im there tomorrow. I can
drive you to the airport.
3. Can I go now?
4. Can you come to the party?
5. You cant be tired! Youve
been asleep all morning.
6. You cant have been
pleased when you realized
what he had done!
Can is used to express
1. knowing how to do
something
2. being able to do something
3. asking for permission (used
informally instead of may)
4. a possibility
5. an unlikely explanation for
something now; Its
impossible for you to be tired
6. (with the perfect infinitive)
an unlikely explanation for
something in the past: It
wasnt possible for you to be
pleased

7.3 would
1. Id like to go.
I wish you wouldnt smoke
so much.
2. I would move house if I had
the money.
3. Would you type this for me,
please?
4. Id rather have tea than
coffee.
5. Will you ring me?
He asked if I would ring
him.
6. He would sing at the top o
his voice in the shower.

Would is used to
express:
1. a wish (sometimes
suggesting annoyance or
disapproval)
2. the result part of a
conditional sentence
3. a polite request
4. a preference with rather
5. the reporting of will
6. a habit in the past

7.7 could
1. When I was six I
could play the
piano.
2. When I was younger I could
drive around for our without a
break.
Could is used to express:
1. knowing how to do
something in the past
2. being able to do something
in the past

88

3. Could I use your
phone?
4. Could he be right?
5. They couldnt have phoned
her! She hasnt got a phone!
3. asking for
permission (used
informally instead
of may but rather
more polite than
can)
4. a possibility (rather less
strong than can)
5. (with the perfect infinitive)
an unlikely explanation for
something in the past: It
wasnt possible for them to
phone her
8. The passive
8.2 Most common forms

IT Is
Has been done
Will be seen
Was reported

7.8 must
1. I must wash my
hair tonight.
2. The work must be done
before tomorrow.
3. You must not smoke in
here.
4. You must be exhausted after
all that work.
5. You must have been
surprised when she said she
was getting married.
Must is used to
express:
1. a personal obligation
2. what you consider to be
someone elses obligation
3. (with not) what is not
allowed
4. a reasonable conclusion
made about something now
5. (with the perfect infinitive)
a reasonable conclusion about
something in the past
This toy is made in
Japan.
A strange object has been seen
in the night sky.
Further information will be
given in our next bulletin.
This report was prepared by a
team of experts.
The passive is
formed by using a
form of be (is, has
been, will be, was
etc.) + the past
participle of the
verb (made, seen,
given, prepared).
Notice: when the person or
thing responsible for the action
(the agent) is mentioned, use
the preposition by.
7.9 have (got) to 8.2 Use
Ive got to/have got
to be on time
tomorrow.
We havent got to/dont have
to go if we dont want to.
Have (got) to is used to
express
What is or isnt necessary
1. Five policemen
have been killed in
Northern Ireland.
The weather was heated and
a solution of chemicals was
prepared.
2. A description of the
gunman was issued by the
police.
3. A charity record has been
made by many famous names
in the world of pop music.
The passive is used:
1. when the agent is
unknown (we may
not know who killed
the policemen) or
not important.
Notice: the passive
is often used in
newspaper reports
and in scientific
experiments or
processes.
2. to make the object of the
active verb more important
(attention is drawn to the
description of the gunman
rather than who issued it)
3. when the description of the
agent is very long (many
famous names in the world of
poo music)
7.10 ought to
1. I really ought to
go and see her.
2. I ought to have gone to see
her but I was busy.
Ought to is used to express:
1. an obligation (which you
may or may not carry out)
2. (with the perfect infinitive)
an obligation which you did
not carry out
Notice: ought to is rather
stronger than should

89
7.11 need 8.2 Points to remember
1. You neednt shout. I can
hear you
You neednt bring anything
to the party.
2. Need I take anything to the
party?
Need you ask that
question?
3. You neednt have phoned. I
already knew you were
coming.
1. neednt is used
here as a modal verb
2. There is also a question
form, constructed in the same
way as questions with can,
must and other modals.
3. Neednt with the perfect
infinitive expresses the idea
that something in the past was
not necessary but it was done.
Compare the ordinary verb
need:
You dont need to shout. I can
hear you.
Do I need to take anything to
the party?
You dindnt need to phone. I
already knew you were
coming.
1. The painting
should be finished
by next week.
2. The decoration should have
been finished but I ran out of
paint.
3. Mother Teresa was awarded
the Nobel Peace Prize.
The Nobel Peace Prize was
awarded to Mother Teresa.
4. I got stuck in a traffic jam.
She is getting married next
month.
5a. It is thought that he started
the fire deliberately.
5b. He had got his hair cut
yesterday.
6. This job needs/wants doing.

1. Use be + past principle after
should and other modals
2. Use been + past participle
after would have, should have
etc.
3. Verbs with two objects
which can form two types of
active sentence can form two
types of passive sentence.
4. get + past participle is often
used instead of be with passive
meaning.
5. The passive is used in
constructions with verbs like
think, believe, say, consider,
feel, find, know, understand


90

a. after the introductory if
b. before an infinitive
6. have/get something done
expresses the idea of
a. arranging for or paying
somebody to do something for
you. Notice: get is more
informal.
b. experiencing something
7. After need, want, the ing
form can be used with passive
meaning
9.3.2 Verb + adverb + preposition + object
We dropped in on the Sniths.
We dropped in on them.

Even if the object is a pronoun
it must come after the adverb
+ preposition.
9.4 Ordinary verbs + preposition
9. Phrasal verbs The boy ran over the
bridge.
He stepped over the puddle.
He stepped over it.
The object must come after the
verb + preposition, even when
it is a noun.
9.1 What is a phrasal verb? 10 Prepositions
1. A phrasal verb consists of a verb plus one
or two words like on, up, into etc.
2. The words which come after the verb are usually adverbs,
although sometimes a phrasal verb can consist of verb + adverb +
preposition.
3. When an ordinary is followed by a preposition, the meaning of
the verb will be clear from the meanings of the individual parts of
the verb. In the case of a phrasal verb, however, the parts of the
phrasal verb together have one basic meaning which may be
completely different from their individual meanings.
10.1 among
1. Divide these sweets
among the children.
2. The workers talked among
themselves as if they waited to
see the boss.
3. He was the only one among all
my friends who supported me.
Use for a group of
things to express:
1. with a share for each of
2. with one another
3. in the group/company of
Ordinary verbs
+ prepositions

I looked into the mirror.

She ran out of the room crying.
Phrasal verbs
The police are
looking into the
murder.
We ran out of money on
holiday.
Notice: these verbs change
their meaning when adverbs
and prepositions are added.
E.g. look into (a murder) =
investigate; run out of (money)
= have none left.
10.2 all
1. The train left at
midnight/8.30 p.m.
2a. Ill meet you at the corner of
the street.
2b. The train stops at
Birmingham.
I studied at London.
3. Look at this new car.
Aim at the centre.
Use to express:
1. an exact point of time
2a. an exact position or place
2b. with the name of a city,
town or village, if we are
interested in a particular point
of activity in it rather than the
whole place
9.2 Phrasal verbs which can be separated
9.2.1 Verb + adverb + object Used expressions
1. He looked a word
up in the dictionary.
He looked up a
word in the
dictionary.
2. He looked it up.
1. If the object is a
noun, it can come
before or after the
adverb.
2. If the object is a pronoun
(e.g. it) it must come before
the adverb.
At all
costs/eve
nts
At any
rate
At
At hand
At home/the
office
At last
At least
At a loss/ a
profit
At lunch
At night
At peace/war
At present
At sea
At a time
(when)
At the same
time (as)
At times
At the
At work
Astonished at
Bad at
Clever at
Good at
Shocked at
Shoot at
Shout at
Smile/laugh at

91
9.3 Phrasal verbs which cannot be
separated
9.3.1 Verb + adverb (no object)
They called in to see
us.
The plans fell through.
They turned up unexpectedly.
You cannot separate the two
parts of the verb. You cannot
say They called to se us in.



We walked for several miles

10.3 between Miles 4. Are you for
or against nuclear
weapons?
5. What did you do that for?
6. Lets go out for a
meal.
7. They left for America this
morning.
3.distance
4. in favor of
5. reason
6. purpose + noun
7. movement towards.
1. The bank is
between the post
office and the
bakers.
2. The ferry sails between
Dover and Ostend.
An agreement was made
between the three super-
powers.
3. Just between you and me, I
think hes awful.
4. I cant choose between these
three dresses.

Use to express:
1. a position in the middle
(which things or people on two
sides)
2. bringing two or more things
or people together
3. sharing something together
(a secret)
4. either one thing or another
Useful expressions
Forever
For goodness
sake
For heavens
sake
Once and
for all
For a while/
time
Anxious for
As for
Ask for
Care for
Pay for
Reason for
Responsible
for
Search for
10.4 beyond 10.8 from
1. The farm lies
beyond that field.
2. His story is
beyond belief.
She is beyond
help.
3. The success of the
plan was beyond
anything we had
hoped for.
Use to express
1. further than (distance)
2. outside the understanding
or the reach of
3. more or better than
1. We traveled from
Vienna to Paris by
train.
2. He works from 9 to 5.
3. Prices start at 5 pounds.
4. I cant tell one from the other
Use to express
1. place of origin
2.a starting point in time
3. a starting point in quantity
4. separation
10.5 by Useful expressions
1. This book was
written by Charles
Dickens.
2. This model was made by
hand.
3. The bank is just by the Post
Office.
4. By next year Ill have
fnished this book.
Use to express
1. who does/did/will do an
action
2. how something is/was/will
be done
3. closeness or nearness to
4. not later than
From A to Z
From
beginning to
end
From head to
toe
From morning
to night
From time to
time
Away from
Apart from
Hear from
Prevent from
(doing)
Suffer from

92
Useful expressions 10.9 in
By accident
By airbus/ car/
plane/sea/ship/
train (and
other means of
transport)
By all means
By chance
By day/night
By (doing)
By far
By mistake
By post
By sight
By surprise
By yourself
(alone)
Amazed by
5

Astonished
by
1

Impressed
by
1

Surprised by
1

Upset by
1

1. Theyre in the
kitchen.
2. We got married in
March/winter/1985.
3. Ill be back in an hour.
4. Hes in banking/the local
police force/a mess.
Use to express
1. place
2. a point during a longer period
of time weeks, months,
seasons, years and centuries
3. within a certain time
4. a job/profession/situation
10.6 except Useful expressions
1. All the boys had
pens except one.
2. The holiday was excellent
except for the rain.
3. Hes a good student, except
that hes always late.
Use to express
1. excluding
2. apart from + noun
3. apart from the fact that +
clause

In all
In any case
In bed
In common
In danger
In debt
In difficulties
In the end
In fact
In general
In half
In hurry
In ink/pencil
In love
In a loud
voice
In the
morning
In my opinion
In other words

In particular
In prison
In private
In public
In secret
In sight
In spite of
In shock
In tears

In time
In turn
In a way
In a sense
Dressed in
Get in
Interested in
Succeed in
Take part in
10.7 for
1. This is for you.
2. Weve lived here for three
years.
Use to express:
1. intended to belong to
2. length of time
10.10 into 10.14 out of
Hey came into the room. Use to express movement
towards
1. She ran out of the
house.
2. Two out of five children have
learning problems.
3. I copied the recipe out of the
newspaper.
4. The dress was made out of a
lace curtain.
Use to express
1. movement away from
2. from among (with ratios)
3. place of origin
4. the material something is
made from
Useful expressions
Bump into
Crash into
Get into (trouble)
Go into
Jump into
Run into
Throw into
Walk into
10.11 of Useful expressions
1. The cover of this
book is attractive.
2. Hes one of my best friends.
3. a ton bricks
a pint of milk
a pound butter
4. He died of starvation.
5. a man of 40/the City of
London/made of gold
Use to express
1. belonging to
2. from among
3. measure
4. cause
5. description
Out of breath
Out of control
Out of danger
Out of date
Out of order
Out of
practice
Out of the
question
(impossible)
Out of reach
Out of stock
Out of work
10.15 since
Useful expressions
1. I havent seen him since
1978.
2. Since he had flu, he decided
not to go to work.

Use to express
1. a starting point for actions
and situations which continue to
the moment of speaking
2. because
Ahead of
Because of
By means of
Cure
someone of
Die of
Dozens
of
Enough of
Everyone of
Example of
Explanation
of]
Hundreds of
In case of
In front of
Instead of
Lack of
On account
of
On behalf of
Out of
Proof of
Remind
someone of
Several of
Think of
Typical of
10.16 to
1. Were going to
Paris.
2. Its a quarter to 12.
3. Well be in the office from 9
to 5.
4. He won by 2 games to 3.
I prefer sleeping to working.
Use to express
1. in the direction of
2. before (in time)
3. until
4. comparison
10.12 off
1. A tile has come
off the roof.
2. Our house is off the High
Street.
Use to express
1. movement away from
2. at a distance from
Useful expressions
Useful expressions
According to
In addition to
Due to
Owing to
In order to
So as to
Off duty
Off limits
Off work
Get off (the bus)
Take off (your coat)
10.17 under

5
= or at

93
10.13 on
1. The box in under the stairs.
2. Please dont sweep the dust
under the carpet.
3. The bridge is under repair.

Use to express
1. beneath
2. beneath(with movement)
3. in the process of)
1. The book is on the
table.
2. Ill see you on Saturday
morning/Christmas Day/your
birthday.
3. Whats on TV tonight?
Theres a good film on at the
cinema.
4. Hes written a book on
insects.
Use to express
1. contact (on the surface of)
2. time a particular day
3. what entertainment is being
offered
4. what something is about

Useful expressions
Under control
Underneath (preposition) =
under
Under orders
Under oath (in a court of law)
Useful expressions 10.18 until
On business
On duty
on purpose
On time
On foot
On the other
hand
On holiday
On sale
On the whole
Agree on
Depend on
Congratulate
someone on
Have an
effect on
1. Ill keep the ring
until we meet again.
Stir the mixture until it thickens.
Use to express
1. Up to a certain time
2. up to a point or degree
when

94

10.19 up 11.1.2 Leaving out the pronoun in defining
relative clauses
Dont run up the stairs.
He went up in the next class.
Use to express movement to a
higher place
The man (who/whom/that) I was
meeting was an important client.
The relative pronoun can be left
out when it refers to the object
of the verb in the clause. Notice:
the relative pronoun cannot be
left out when it refers to the
subject of the verb in the clause
(e.g. The man who came to meet
me was an important client)
Useful expressions
Up-to-date (modern)
uphill
Ups and downs (good times
and bad times)
Fed up (bored or unhappy)
10.20 with/without 11.1.3 Prepositions used with relative
pronouns in defining clauses
1. Be patient with the children
2. He hit the burglar with a
hammer.
3. Youll have to go with
/without me.
4. A room with/without a view
Use to express
1. as regards
2. instrument
3. accompanying/not
accompanying
4. having/not having
1. The man who/that
I was talking to is my
uncle.
2a. The person to whom I was
addressing my comments does
not seem to be listening.
2b The problem about which we
had so much discussion has
been solved.
1. The preposition comes at the
end of the clause in informal
speech or writing.
2a. The preposition comes at the
beginning of the clause in
formal speech and writing.
2b. Notice: the relative pronoun
cannot be left out in sentences
like these even though it is the
object of the verb of the clause.
Useful expressions
With
best
wishes
With/without
difficulty
Without any
fuss
With love
With pleasure
Agree with
Angry with
Do without
Filled with
Green with
envy

Have
difficulty
with
Disgusted
with
Impressed
with
Pleased with
Shivering
with (cold)
Trembling
with fear
(whats)
wring with
(?)
11.2 Non-defining relative clauses
Ive just met Mrs Watts who
wants to buy my car.
These clauses give further
information, which could be left
out, about the sentence.
Commas are used.
11. Relative clauses
11.1 Defining relative clauses 11.2.1 Relative pronouns in non-defining
clauses
Is that the man who wants to
buy your car?
Thee clauses are necessary in
order to complete the meaning
of a sentence. They identify
somebody or something. No
commas are used.
11.1.1 Relative pronouns in defining
relative clauses
1a. The members of
the expedition, who
had been away for
six months, said they
were proud of their
achievements.
1b. The candidates, who/whom
we met for the first time
yesterday, are all preparing their
speeches for the debate
tomorrow.
1c. A car manufacturer, whose
name I have forgotten, has
invented an electric car.
2a. The report, which was
drawn up by a special
committee, states that more
needs to be done in the inner
city areas.
These relative pronouns are
used
1. for people
a. who as the subject of the
verb in the clause
b. who/whom/that as the
object of the verb in the clause
c. whose meaning belonging
to
2. for things
a. which as the subject or
object of the verb in the clause
b. which to give further
information about the whole
main sentence

1a.The person who
deals with that isnt
hear at the moment.
The person who
interviewed me was
a nice sort of fellow.
1b. The person
who/whom/that you
want is out of office.
1c. The man whose
address youve
asked for has left the
firm
2a. The instructions
which come with
this machine are
impossible to
follow.
These relative pronouns are
used
1. for people
a. who/that as the subject of
the verb in the clause
b. who/whom/that as the
object of the verb in the clause
( whom is more formal)
c. whose meaning belonging
to
2. for things
a. which/that as subject or

95
2b. He had been in prison,
which was a fact nobody had
realized.
Notice: the relative pronoun
cannot be left out in non-
defining clauses and that
cannot be used to replace the
relative pronoun.
12.1.2 No changes
11.2.2 Prepositions used with relative
pronouns in non-defining clauses
Some verbs used in directed speech do not change in reported
speech. The reporting verb is often in the present tense.
Direct speech
The verbs do not normally
change when
1. reporting a present state of
affairs e.g. The cost of living
here is high.
2. reporting things which are
always true e.g. Its always
cold at this time of year.
3. reporting something which
we believe (or someone
believes) will happen e.g.
Theyre going to sack 300
workers next week.
4. they are the modal structures
would, could, might, ought and
should e.g. You might be
mistaken.
Reported speech


1. The reporter says/said that the
cost of living here is high.

2. Mary says its always cold at
this time of year.

3. The union representative said
that they are going to sack 300
workers next week.


4. She said (that) he might be
mistaken.
The organization, to which we
owe so much, has announced a
further contribution for our
appeal.
Prepositions usually come at
the beginning of the clause as
the use is rather formal.
11.3 Participle phrases
In participle phrases the relative pronoun and the auxiliary verb(s)
are left out.
1. The boy (who is)
sitting in that corner
has been here all
morning.
The bricks (which have
been) used to build the church
were specially made.
2. Simone de Beauvoir (who
was) wellknown for her fight
for the womens rights died in
1986.
These phrases can be
1. defining


or

2. non-defining
12.2 Reported statements
12. Reported speech 12.2.1 Verb (+ that)
Please tell Mr. Watt Ive put
the paper in the post.
Mrs. Green phoned.
Oh what did he say?
He said hed put the papers in
the post.
(e.g. say, claim, admit, explain, insist, agree, complain, deny, reply)
Im an art student.

I dont know you.
I was lying.

Im hot.
She said that she was an art
student.
He claims he doesnt know me.
She admitted she had been
lying.
He explained (that) he was hot.
12.1 Tenses
12.1.1 Changes
Verbs used in direct speech will change their tense in reported
speech, especially when the reporting verb is in the past (e.g.
said)
Notice admit and deny can also be followed by ing forms
Direct speech
1.Ill put the letters in
the post.


2. I work for an
insurance company.

3. We cant borrow
anymore money from
the bank.

4. Weve moved in a
bigger house



5. I must pay the gas
bill.
Change
1. will
to
would

2. work
to
worked

3. cant
to
couldnt

4. have moved
to
had moved

5. must
to
had to
Reported
s
p
e
e
c
h
1. He said he would
put the letters in the
post.

2. She said she
worked for a
insurance company.

3. They said they
couldnt borrow
anymore money
from the bank.

4. They said they
had moved to a
bigger house.
5. She said she had
to pay the gas bill.
12.2.2 Verb + pronoun/noun (+ that)
Im an art student. She told him (that) she was an
art student.
12.2.3 Verb + infinitive
(e.g. offer, refuse, agree, promise)
Ill take you to the dance. He offered to take her to the
dance.
12.2.4 Verb for + -ing form
(e.g. apologize, thank)

96

Im sorry I trod on your foot

Thank you for doing the
shopping.
He apologized for
treading on his foot.
He thanked her for doing the
shopping.
4. Some words like please and
now disappear e.g. Please
come in. Now what do you
want to talk about?
4. He asked her to come in.
She asked him what he wanted
to talk about.
12.3 Reporting requests and orders 13. Tense forms
Close the door,
please.
Please dont shout.
Sit, Flover.
Dont move.

Attack.
He asked me to close the door.
He asked them not to shout.
The boy told his dog to sit.
The policeman ordered the
burglar not to move.
The captain ordered his
soldiers to attack.
13.1 Present forms
13.1.1 Present simple
12.4 Reporting questions 1. We go out every
Saturday night.
He never gives me presents.
2. He lives in Greece.
The earth travels round the
sun.
3. Jane: I dont like big cities.
They smell of cars.
Peter: I know what you
mean.
4. First you check the gear and
the handbrake, then you switch
on the engine.
5. A gorilla goes into a bar and
asks for a drink
The Pope visits Tokyo today.
Use
1. for something which happens
regularly or which is a habit
(often with adverbs of time like
always, usually etc.)
2. for something which remains
true for a long period of time or
for a scientific fact
3. With verbs not normally used
with any of the progressive
forms (believe, understand,
imagine, suppose, hear, see,
taste, look, haste, need, want,
prefer, see, appear, belong,
deserve). Notice feel can be
used either with the simple or
progressive form: e.g. I feel ill/I
am feeling ill
4. to give instructions (more
friendly and personal than the
imperative Check switch on
etc.)
5. to describe events in jokes,
events and news items to make
them seem more dramatic
Remember to change the word order in a reported question to
subject followed by verb.
what time is it?
How much money do you
need?
He asked what time it was.
She asked how much money I
needed.
Remember to use if or whether f there is no question word.
Are you tired?
Do you want the car or not?
He asked if I was tired.
She wondered whether I
wanted the car or not.
12.5 Reporting suggestions
Suggest can be followed by an ing form or that + should +
infinitive
Lets go home.
He suggested going
home.
He suggested that they should
go home.
12.6 Other points to notice about
reported speech
Direct speech
1. The pronoun often changes
e.g. Ive washed the
dishes.
2. Words like tomorrow
change to words not directly
related to present time e.g.
Ill do it tomorrow.
a. today
b. yesterday
c. next week/year etc
d. last week/year etc.
e now
f. here
g. this (in the expression) e.g.
this year, this week
3. Other changes are:
a. this, these, that, those (as
adjectives)
b. this, these, that, those (as
pronouns)

Reported speech
1. She said she had washed the
dishes.
2. He said he would do it the
following day/the next day.



a. the same day/that day
b. the day before/the previous
day
c. the following week/year
d. the previous week/year
e. then
f. there
g. that (e.g. that year, that
week)
3a. the
3b. it, they, them
13.1.2 Present progressive
1. Look, they are
coming out of the
cinema now.
The standard of living in the
country is slowly rising.
2. Shes always borrowing
money from me.
Its always raining here.
3. A man is standing on the
pavement when suddenly a
spaceship lands.
Use
1. for an event in progress in the
present time
2. with always to show surprise
or disapproval when an action is
repeated
3. to set the scene in a joke or a
story and describe events which
have already begun but which
are not
13.1.3 Present perfect
1. Ive seen that film.
Ive just seen him.
I havent finished yet.
Ive never been there.
Use
1. for an event which happened
at an indefinite time in the past.
Compare: I saw that film last

97

2. Shes been a widow for
about six months/since last
year
3a. I cant write because Ive
broken my arm.
3b. Look at the mess youve
made.
4. This is the third time hes
taken his driving test.
week when the time reference
is definite
Notice: adverbs which express
indefinite time are often used:
already, just, yet, often, never,
so far, still etc.
2. for an event which began in
the past and is still going on
now. Notice: we use for to talk
about the length of time
3. for an event which
3a. is finished but which still
affects the present. Compare;
The President died and The
President has died (so we must
make various arrangements)
3b. has a result which can be
seen in the present (Compare:
e.g. What have I drawn? To
what did I draw?
4. after expressions like
first, second
This best, worst
That is the most interestin
It only
13.2.2 Used to and would
1a. I used to smoke cigars but
now I prefer cigarettes.
He used to be very fat, but
hes lost a lot of weight.
1b. I didnt use to go to the
theatre but I try and go once a
month now.
I never used to like him but
I do now.
1c. Do you use to do sports at
school?
Didnt you use to be much
thinner?











2. He would keep telling me
what to do
Used to only exists in
the past form. Use it
to express:
1a. a habit or state in the past
1b. something which did not
happen in the past but which has
now become a habit or state.
Notice the negative form (e.g. I
used not to go to the theatre) is
becoming less common in
speech but is still found in
formal or written English.
1c. an inquiry about a habit or
state in the past
Compare the expressions be/get
used to:
Im used to getting up early.
I was used to getting up early.
Youll soon get used to drinking
tea!
I soon got used to working so
hard.
Notice after be/get used to we
use the verb + -ing

Use would
2. for a habit or repeated event
in the past which is now
finished and which shows the
speakers attitude to the event
((anger, irritation etc.)
13.1.4 Present perfect progressive
1a. Weve been
living here for six
years/since 1981.
1b. Weve been
standing in this bus
stop for half an hour
in the pouring rain.
2. Ive been staying
with my cousin for
the last week.
3. Look at the mess
youre in! What on
earth have you been
doing?
I can see that
youve been
decorating. The
house looks lovely!

Use
1. for an activity which began
in the past and is still going on
(to emphasize the length of
time taken by that activity)
b. (Notice it often shows
anger, surprise etc.)
2. to describe a temporary
arrangement which may still
be going on or which may just
have finished
3. for an activity which was
going on, which has now
finished and the result of
which is still evident. (This,
too, often shows anger,
surprise etc.).

13.2.3 Past progressive
1a. I was driving
along the motorway
when I had a
puncture.
1b. It was six oclock and
darkness was falling.
2. I was digging the garden
while John was painting the
kitchen.
3. He was coming to dinner but
he had to go away on business.
Use
1a. for an event which was in
progress when another event
happened
1b. to set the scene and provide
the background for a story
2. for two (or more) events
which were in progress at the
same time in the past
3. for an event which had been
arranged but which did not
happen

98
13.2 Past forms
13.2.1 Past simple 13.2.4 Past perfect
1. Last night I went to a
concert.
Last time I saw Maria was
three years ago.
2. Jane: Did you have a nice
time in Paris?
Peter: Yes, we
did.
3. The thief went into the
bank, pulled out a gun and
pointed at the chashier.
4. When I was at school, I got
up at seven oclock.
USE:
1. when a definite point in time
is mentioned when talking
about the past
2. when the event took place at
a time the speaker is aware of
but does not mention
3. for a number of events
which took place one after
another in the past
4. to describe a past habit
1. I went back
because Id
forgotten my keys.
I was sure I hadnt seen him
before.
By 1986 Bob Geldof had
raised millions of pounds for
charity.
2. I had
scarcely/hardly put
the phone down
when the bell rang.
No sooner had I left the
house than it started to rain.
Use:
1. for an event which happened
before another in the past (first I
forgot my keys, later I went
back home)
2. with scarcely/hardly + when
or no sooner + than. Notice
these words (scarcely, hardly,
no sooner) are often put at the
beginning of the sentence to
emphasize that one event
happened almost immediately

99

after the other (notice the word
order)
14. Wishes, regrets and preferances
13.2.5 Past perfect progressive
Theyd been
studying for hours
when they suddenly
realized it was
midnight.
He knew they hadnt been
paying attention during the
lesson.
Use
to emphasize the continuous
nature of an action or activity
which happened before
another in the past.
14.1 Wishes and regrets
1. I wish I were rich!
If only we could see each
other more often!
I wish we didnt live in this
terrible place.
2. I wish you wouldnt make so
much noise!
If only they would stop that
terrible noise!
I wish it would stop raining!
3. I wish I had never married
him!
If only I had studied harder
at school.
I wish you hadnt told me
your secret.
1. These examples express
wishes (often suggesting that the
speaker is sorry about
something Im sorry Im not
rich)
Notice the past form of the
verbs (were, could see, didnt
live) after I wish and if only as
when with conditional 2.
2. These examples express verbs
for a change in the future and
often suggest that the speaker is
angry or dissatisfied about (or
tired of) the present situation
3. These examples express
wishes or regrets about the past
(I wish I had studied harder but
I didnt).
Notice the past perfect is used in
the same way as conditional 3
sentences
13.3 Talking about the future
Im gong to wash
my hair.
Its going to snow.
Ill see you tomorrow.
Term starts on Monday.
Im meeting the boss at 10.
This time tomorrow
Ill be sitting my
exam.
Ill have finished it by 4
oclock.
Well have been living here
for ten years next spring.
Theyre about to announce
the election results.
Hes on the point of changing
his job.
1a. Im going to write some
letters
1b. Look at those black clouds.
I think its going to rain.
The work is not going to
be easy.
2. Tomorrow will be fine and
sunny.
We shall expect you next
week.
3. Easter is early
this year.
The match begins
at 3.30.
When he comes,
Ill tell you.
4. Were flying to Spain next
week.
Im taking my driving test
tomorrow.
5. This time next week Ill be
swimming in the
Mediteranean.
6. Theyll have done their
homework by tomorrow.
7. Hell have been working
for the bank for 3 years next
summer.
8. The plane is on the point of
taking off.
Nick was just about to put
the money in his pocket.

Be going to
Future simple
Present simple
Present progressive
Future perfect
Future perfect progressive
Be about to or be on the point
of
1. Use be going to for
a. an intention
b. an indication that something
is probable
2. Use future simple (will/
shall) to make a prediction
about the future.
Notice shall is only used for I
and we
3. Use present simple for
future events on a timetable or
a fixed programme. Notice
when ca be used with the
present simple for an event in
the future
4. Use present
progressive for a
definite
arrangement, plan or
appointment
5. Use future progressive for
an event which will be in
progress at a certain time in the
future
6. Use future perfect for an
event which will be over no
later than a certain time in the
future
7. Use future perfect
progressive for something
which is which is still in
progress but which will be
complete not later than a
certain time in the future (often
used to emphasize the length
of time involved)
8. Use be about to or be on the
point of for an event which is
or was just going to take place.
14.2 Preferences
1a. I like the summer
better than the winter
1b. I prefer soft drinks to
alcohol.
2a. Id rather have a snack than
a take-away meal.
2b. Id rather not go to the
football match, if you dont
mind.
3. I would rather you stayed at
home tonight. I think its going
to snow.
Id rather you didnt see him
again.
1a. like better than and
1b. prefer to express
general preferences
2a. d rather + infinitive without
to than expresses either a
general preference or a
preference for a particular
occasion (e.g. Id prefer (to
have) a glass of wine now)
2b. d not + infinitive
without to expresses
the fact that you
would prefer not to
do something which
has been suggested
3.would rather + (you etc.) +
past tense suggests that you
could be happier if someone did
or didnt o something.
Notice the unreal present is
expressed by a past form of
the verbs stayed, didnt see



100

15. Words that cause difficulties 15.2 do and make
15.2.1 Meaning of do and make
Have, make and do
1. What are you
doing?
Im doing a puzzle.
2a. Im making a cake.
This firm makes TV sets.
2b. The car journey made him
sick.
2c. They made him work very
hard.

1. do can mean perform an
action in general and solve or
put together
2. make can mean
a. create or construct
b. cause to happen
c. force
15.1 have
15.1.1 Three basic uses of have
1. She has bought a
new car.
He said he had seen the
film.
2. I have (got) to be ready at
6.30.
You dont have to (havent
got to) do it if you dont want
to.
Do I have to (Have I got to)
go?
3. Theyre having the house
redecorated.
Did he have his hair cut
yesterday?
I didnt have the curtains
made. I mad them myself.
4. Ive got a headache.
Have you got a big family?
I havent got any brothers or
sisters.
Have can be used
1 as an auxiliary verb
2. to express what is or isnt
necessary. Notice have got to
can be used to express the
same idea as have to.
3. to express the
idea of arranging for
or paying somebody
to do something for
you. Notice the
object of the
sentence comes
between have and
the past participle.
4. with got to express a
condition or state (less
common in the past tense
and often suggesting the idea
of possession). Notice have
got is now more common n
statements than than the rather
formal I have four brothers,
but question forms and
negatives with do and have are
commonly used (e.g. Do you
have a big family? I dont have
any brothers or sisters)
15.2.2 Other expressions using do and
make
DO MAKE
- a course
- a favour
- homework
- military
service
- something/
nothing/
anything


- History,
Maths,
Science (as
subjects)
- work or jobs
in general (the
cleaning/
gardening
etc.)
- rrangements
an attempt
The beds
A decision
An effort
An excuse
Love
A mistake
Money
A noise
An offer
A phone call
A profit
A speech
A suggestion
trouble
Notice there are meny phrasal verbs with do and make
15.1.2 Other expressions using have
1. Ill have the
chicken/some tea,
please.
2. Hes having a shower/
bath/ test.
3. Shes just had a little girl.
4. She had an enormous hat
on.
5. Weve had a
marvelous holiday.
We didnt have any trouble
with the car.
6. Have a try!
Did they have a quarrel?
Have in these examples means
1 eat or drink
2. taste
3. give birth to
4. wear
5. experience
6. In these examples and others
like them, have means the
same as the word it is used
with (e.g. try, quarrel)

15.1.3 had better
You had better
decide quickly.
Youd better not have any
more to drink!
Had better is used to give
strong advice (= ought)




101
Appendix 3

English Grammar - The tenses 1
tense
signal
words
use form
examples
affirmative
examples
negative
examples
interrogative
Simple
Present
or
Present
Simple
every day every day every day every day
sometimes sometimes sometimes sometimes
always always always always
often often often often
usually usually usually usually
seldom seldom seldom seldom
never never never never
first ... first ... first ... first ...
then then then then
something
happens
repeatedly
how often
something
happens
one action
follows
another
things in
general
after the
following
verbs (to love,
to hate, to
think, etc.)
future
meaning:
timetables,
programmes
infinitive
he/she/it + -s
I work.
He works.
I go.
He goes.
I don't
work.
He
doesn't
work.
I don't
go.
He
doesn't
go.
Do I work?
Does he
work?
Do I go?
Does he go?
Present
Progressive
or
Present
Continuous
now now now now
at the at the at the at the
moment moment moment moment
Look! Look! Look! Look!
Listen! Listen! Listen! Listen!
something is
happening at
the same time
of speaking or
around it
future
meaning:
when you
have already
decided
and
arranged to
do it (a fixed
plan, date)
to be
(am/are/is)
+
infinitive + -
ing
I'm
working.
He's
working.
I'm going.
He's going.
I'm not
working.
He isn't
working.
I'm not
going.
He isn't
going.
Am I
working?
Is he
working?
Am I going?
Is he going?
Simple
Past
last ... last ... last ... last ...
action took
place in the
regular:
infinitive + -
I worked.
I didn't
Did I work?

102
or
Past
Simple
... ago ... ago ... ago ... ago
in 1990 in 1990 in 1990 in 1990
yesterday yesterday yesterday yesterday
past, mostly
connected
with an
expression of
time (no
connection to
the present)
ed
irregular:
2nd column
of table of
irregular
verbs
He worked.
I went.
He went.
work.
He didn't
work.
I didn't
go.
He didn't
go.
Did he work?
Did I go?
Did he go?
Past
Progressive
or
Past
Continuous
while
an action
happened in
the middle of
another action
someone was
doing sth. at a
certain time
(in the past) -
you don't
know whether
it was finished
or not
was/were +
infinitive + -
ing
I was
working.
He was
working.
I was
going.
He was
going.
I wasn't
working.
He wasn't
working.
I wasn't
going.
He wasn't
going.
Was I
working?
Was he
working?
Was I
going?
Was he
going?
Simple
Present
Perfect
or
Present
Perfect
just just just just
yet yet yet yet
never never never never
ever ever ever ever
already already already already
so far, so far, so far, so far,
up to now, up to now, up to now, up to now,
since since since since
for for for for
recently recently recently recently
you say that
sth. has
happened or
is finished in
the past and it
has a
connection to
the present
action started
in the past
and continues
up to the
present
have/has +
participle*
*(infinitive +
-ed) or (3rd
column of
table of
irregular
verbs)
I have
worked.
He has
worked.
I have
gone.
He has
gone.
I haven't
worked.
He hasn't
worked.
I haven't
gone.
He hasn't
gone.
Have I
worked?
Has he
worked?
Have I gone?
Has he
gone?
Present
Perfect
Progressive
or
Present
Perfect
Continuous
all day all day all day all day
the whole the whole the whole the whole
day day day day
how long how long how long how long
since since since since
for for for for
action
began in the
past and
has just
stopped
how long
the action
has been
happening

emphasis:
length of
have/has +
been +
infinitive + -
ing
I have
been
working.
He has
been
working.
I have
been
going.
I haven't
been
working.
He hasn't
been
working.
I haven't
been
going.
Have I been
working?
Has he been
working?
Have I been
going?
Has he been

103
time of an
action
He has
been
going.
He hasn't
been
going.
going?
Simple
Past
Perfect
or
Past
Perfect
(Simple)
already already already already
just just just just
never never never never
mostly when
two actions in
a story are
related to
each other:
the action
which had
already
happened is
put into Past
Perfect, the
other action
into Simple
Past
the past of the
Present
Perfect
had + past
participle*
*(infinitive +
-ed) or (3rd
column of
table of
irregular
verbs)
I had
worked.
He had
worked.
I had gone.
He had
gone.
I hadn't
worked.
He hadn't
worked.
I hadn't
gone.
He hadn't
gone.
Had I
worked?
Had he
worked?
Had I gone?
Had he gone?
Past Perfect
Progressive
or
Past Perfect
Continuous
how
long
since since since since
for for for for
how long
something
had been
happening
before
something
else
happened
had + been
+ infinitive
+ ing
I had been
working.
He had
been
working.
I had been
going.
He had
been
going.
I hadn't
been
working.
He hadn't
been
working.
I hadn't
been
going.
He hadn't
been
going.
Had I been
working?
Had he been
working?
Had I been
going?
Had he been
going?
will - future
predictions
about the
future (you
think that sth
will happen)
you decide to
do sth.
spontaneously
at the time of
speaking, you
will +
infinitive
I'll work.
He'll work.
I'll go.
He'll go.
I won't
work.
He won't
work.
I won't
go.
He won't
go.
Will I work?
Will he work?
Will I go?
Will he go?

104
haven't made
a decision
before
main clause in
type I of the if
clauses
going to -
future

when you
have already
decided to do
sth. in the
future
what you think
what will
happen
be
(am/are/is)
+ going to +
infinitive
I'm going
to work.
He's going
to work.
I'm going
to go.
He's going
to go.
I'm not
going to
work.
He's not
going to
work.
I'm not
going to
go.
He's not
going to
go.
Am I going to
work?
Is he going
to work?
Am I going to
go?
Is he going
to go?
Future
Progressive
or
Future
Continuous

An action will
be in progress
at a certain
time in the
future. This
action has
begun before
the certain
time.
Something
happens
because it
normally
happens.
will + be +
infinitive +
ing
I'll be
working.
He'll be
working.
I'll be
going.
He'll be
going.
I won't
be
working.
He won't
be
working.
I won't
be going.
He won't
be going.
Will I be
working?
Will he be
working?
Will I be
going?
Will he be
going?
Simple
Future
Perfect
or
Future
Perfect
Simple

sth. will
already
have
happened
before a
certain time
in the future
will + have
+ past
participle*
*(infinitive +
-ed) or (3rd
column of
table of
irregular
verbs)
I'll have
worked.
He'll have
worked.
I'll have
gone.
He'll have
gone.
I won't
have
worked.
He won't
have
worked.
I won't
have
gone.
He won't
have
Will I have
worked?
Will he have
worked?
Will I have
gone?
Will he have
gone?

105
gone.
Future
Perfect
Progressive
or
Future
Perfect
Continuous

sth. will
already
have
happened
before a
certain time
in the future
emphasis:
length of
time of an
action

will + have
+ been +
infinitive +
ing
I'll have
been
working.
He'll have
been
working.
I'll have
been
going.
He'll have
been
going.
I won't
have
been
working.
He won't
have
been
working.
I won't
have
been
going.
He won't
have
been
going.
Will I have
been
working?
Will he have
been
working?
Will I have
been
working?
Will he have
been
working?
Conditional
Simple

sth. that might
happen
main clause in
type II of the if
clauses
would +
infinitive
I would
work.
He would
work.
I would go.
He would
go.
I
wouldn't
work.
He
wouldn't
work.
I
wouldn't
go.
He
wouldn't
go.
Would I
work?
Would he
work?
Would I go?
Would he
go?
Conditional
Progressive
or
Conditional
Continuous

sth. that might
happen
emphasis:
length of
time of an
action

would + be
+ infinitive
+ ing
I would be
working.
He would
be
working.
I would be
going.
He would
be going.
I
wouldn't
be
working.
He
wouldn't
be
working.
I
wouldn't
be going.
He
wouldn't
be going.
Would I be
working?
Would he be
working?
Would I be
going?
Would he be
going?
Conditional
Perfect

sth. that might would + I would I Would I have

106
have
happened in
the past
(It's too late
now.)
main clause in
type III of the
if clauses
have + past
participle*
*(infinitive +
-ed) or (3rd
column of
table of
irregular
verbs)
have
worked.
He would
have
worked.
I would
have gone.
He would
have gone.
wouldn't
have
worked.
He
wouldn't
have
worked.
I
wouldn't
have
gone.
He
wouldn't
have
gone.
worked?
Would he
have
worked?
Would I have
gone?
Would I have
gone?
Conditional
Perfect
Progressive
or
Conditional
Perfect
Continuous

sth. that might
have
happened in
the past
(It's too late
now.)
emphasis:
length of
time of an
action

would +
have + been
+ infinitive
+ ing
I would
have been
working.
He would
have been
going.
I would
have been
going.
He would
have been
going.
I
wouldn't
have
been
working.
He
wouldn't
have
been
going.
I
wouldn't
have
been
going.
He
wouldn't
have
been
going.
Would I have
been
working?
Would he
have been
working?
Would I have
been going?
Would he
have been
going?



We sometimes use Continuous instead of Progressive. Some signal words can be found in
more tenses. We did not list signal words in the future tenses as there are no definite ones.
Always remember what action is described.

English Grammar - The tenses 2
One sentence is put into different tenses. You can see how the meaning
changes.
The words in green are signal words. They tell you which tense you have to use.

Tense Example Explanation
Simple
Present
I play football every
week.
Here you want to say that it happens regularly.
Present I'm playing football Here you want to say that it is happening at the

107
Progressive now. moment.
Simple Past
I played football
yesterday.
You did it yesterday, it happened in the past.
Past
Progressive
I was playing football
the whole evening.
You were doing it in the past. It's not sure
whether the action was finished or not.
Present
Perfect
I have just played
football.
You have just finished it. So it has a connection
to the present. Maybe your clothes are dirty.
Present
Perfect
Progressive
I have been playing
football for 2 hours.
You want to say how long you have been doing
it. (You started in the past and it continues up
to the present.
Past Perfect
I had played football
when Susan came.
The two actions are related to each other: you
had finished to play football and after that the
girl arrived.
Past Perfect
Progressive
I had been playing
football when Susan
came.
Here you want to point out how long you had
been doing it before the girl came.
will future
I will play football next
week.
This is a prediction, you can probably do
something else.
going to
future
I'm going to play
football this afternoon.
This is a plan you've made.
Future
Progressive
I will be playing
football next Sunday.
You do it every Sunday (as usual)
Future
Perfect
I will have played
football by tomorrow.
You will have done it before tomorrow.
Conditional
Simple
I would play football. You'll probably do it.
Conditional
Progressive
I would be playing
football.
You'll probably do it. Here you concentrate more
on the progress of the action.
Conditional
Perfect
I would have played
football.
You'll probably have finished playing football at
a special time in the future. Here you
concentrate on the fact (football).
Conditional
Perfect
Progressive
I would have been
playing football.
You'll probably have finished playing football at
a special time in the future. Here you
concentrate on the progress of playing
(football).

Negations of the sentences

Tense Example
Simple Present
I do not play football every week.
I don't play football every week.
Present Progressive
I am not playing football now.
I'm not playing football now.
Simple Past
I did not play football yesterday.
I didn't play football yesterday.
Past Progressive
I was not playing football yesterday.
I wasn't playing football yesterday.
Present Perfect
I have not played football.
I haven't played football.
I've not played football.

108
Present Perfect Progressive
I have not been playing football.
I haven't been playing football.
I've not been playing football.
Past Perfect
I had not played football.
I hadn't played football.
I'd not played football.
Past Perfect Progressive
I had not been playing football.
I hadn't been playing football.
I'd not been playing football.
will future
I will/shall not play football next week.
I won't play football next week.
going to future
I am not going to play football this afternoon.
I'm not going to play football this afternoon.
Future Progressive
I will/shall not be playing football.
I won't be playing football.
Future Perfect
I will/shall not have played football.
I won't have played football.
Conditional Simple
I would not play football.
I'd not play football.
Conditional Progressive
I would not be playing football.
I wouldn't be playing football.
I'd not be playing football.
Conditional Perfect
I would not have played football.
I wouldn't have played football.
I'd not have played football.
Conditional Perfect
Progressive
I would not have been playing football.
I wouldn't have been playing football.
I'd not have been playing football.

Questions

Tense Example
Simple Present Do you play football?
Present Progressive Are you playing football?
Simple Past Did you play football?
Past Progressive Were you playing football?
Present Perfect Have you played football?
Present Perfect Progressive Have you been playing football?
Past Perfect Had you played football?
Past Perfect Progressive Had you been playing football?
will future Will you play football?
going to future Are you going to play football?
Future Progressive Will you be playing football?
Future Perfect Will you have played football?
Conditional Simple Would you play football?
Conditional Progressive Would you be playing football?
Conditional Perfect Would you have played football?

109
Conditional Perfect
Progressive
Would you have been playing football?



English Grammar - The tenses 3 - How to fill in the verbs
Here you find 4 examples where you have to fill in the correct form of the verb. Study
the steps which show you how to fill in the verb form into different types of sentences.
Do not follow the text in grey.

What are signal words?

What are auxiliaries?

Is there a signal word in the sentence?
yes
no
What action is it?
Define the tense.
Form the verb form.
What type of sentence do you have to fill in the verb?
Is it a statement? Is it a question?
yes
yes
Is there an auxiliary in the question?
yes
no
do or does in Simple Present
did in Simple Past
Is the statement or the question negative?
Put in not after the auxiliary.
(Simple Present don't or doesn't; Simple Past didn't)
Now fill in the verbform into the gap.

Example 1: Peter always ________ (to play) football.

Is there a signal word in the sentence?
yes always
no
What action is it?
Define the tense. Simple Present
Form the verbform. plays
What type of sentence do you have to fill in the verb?
Is it a statement? Is it a question?
yes
no
Is there an auxiliary in the question?
yes
no
do or does in Simple Present
did in Simple Past
Is the statement or the question negative? no
Put in not after the auxiliary.
(Simple Present don't or doesn't; Simple Past didn't)

110
Now fill in the verbform into the gap. plays
Peter always plays football.

Example 2: Peter ________ (always/not/to play) football.

Is there a signal word in the sentence?
yes always
no
What action is it?
Define the tense. Simple Present
Form the verbform. plays
What type of sentence do you have to fill in the verb?
Is it a statement? Is it a question?
yes
no
Is there an auxiliary in the question?
yes
no
do or does in Simple Present
did in Simple Past
Is the statement or the question negative? yes
Put in not after the auxiliary.
(Simple Present don't or doesn't; Simple Past didn't)
Now fill in the verbform into the gap. doesn't play (Do not put an -s on the
full verb, the -s is in doesn't. The adverb of frequency always goes before
the full verb play.)
Peter doesn't always play football.




English Grammar - Irregular verbs - Learn verbs effectively.
Here you find irrregular verbs listed to their forms. So you can learn them more
effectively.

Question: Must I write -ought or -aught?
Answer: If in the infinitive is an -a, write -aught, otherwise -ought.

all 3 forms are similar

infinitive simple past past participle
bet* bet bet
cost cost cost
cut cut cut
hit hit hit
hurt hurt hurt
let let let
put put put
read read read
set set set
shut shut shut

Infinitive and Simple Past are similar

111

infinitive simple past past participle
beat beat beaten

Infinitive and past participle are similar

infinitive simple past past participle
come came come
run ran run
become became become

Simple Past and past participle are similar

infinitive simple past past participle
bring brought brought
build built built
burst burst burst
buy bought bought
catch caught caught
deal dealt dealt
feed fed fed
feel felt felt
fight fought fought
find found found
get got got
hang hung hung
have had had
hear heard heard
hold held held
keep kept kept
lay laid laid
lead led led
leave left left
lend lent lent
light* lit lit
lose lost lost
make made made
mean meant meant
meet met met
pay paid paid
say said said
sell sold sold
send sent sent
shine shone shone
shoot shot shot

112
sit sat sat
sleep slept slept
slide slid slid
spend spent spent
stand stood stood
stick stuck stuck
sweep swept swept
swing swung swung
teach taught taught
tell told told
think thought thought
understand understood understood
win won won

all 3 forms are different

infinitive simple past past participle
be was/were been
begin began begun
blow blew blown
break broke broken
choose chose chosen
do did done
draw drew drawn
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
fly flew flown
forget forgot forgotten
freeze froze frozen
give gave given
go went gone
grow grew grown
hide hid hidden
know knew known
lie lay lain
ride rode ridden
ring rang rung
rise rose risen
see saw seen
shake shook shaken
show* showed shown

113
sing sang sung
sink sank sunk
speak spoke spoken
spring sprang sprung
steal stole stolen
swear swore sworn
swim swam swum
take took taken
tear tore torn
throw threw thrown
wake woke woken
wear wore worn
weave wove woven
write wrote written

* regular form (+ -ed) also possible.

The following English irregular verbs are now obsolete and use the standard past and
participle forms (-ed).

infinitive simple past simple past simple past simple past past participle past participle past participle past participle
burn burnt burnt
dream dreamt dreamt
learn learnt learnt




ANNEX 4
Placement Test for Elementary, Intermediate, First Certificate and Advanced
Language Practice
Name: _______________________________ Date: ____________________

Please solve the Placement Test
below. Then correct it in red pencil
according to the Key. Mark it and
bring the results for the teacher to see
and comment.

Circle the answer which best
answers the question or fits the
space.
0 Where are you from?
A Im France. B Im from
France. C French. D
Im French.
1 How old are you?
A I have 16. B I am 16.
C I have 16 years. D I am 16
years.
2 Are you having a nice time?
A Yes, Im nice. B Yes, Im

Placement Test 114
having it. C Yes, I am.
D Yes, it is.
3 Could you pass the salt please?
A Over there. B I dont know.
C Help yourself. D Here you
are.
4 Yesterday I went __________
bus to the National Museum.
A on B in C by
D with
5 Sue and Mike __________ to
go camping.
A wanted B said C
made D talked
6 Whos calling, please?
A Just a moment. B Its David
Parker. C Ill call you back.
D Speaking.
7 They were __________ after
the long journey, so they went to bed.
A hungry B hot C
lazy D tired
8 Can you tell me the
__________ to the bus station?
A road B way C
direction D street
9 __________ you remember to
buy some milk?
A Have B Do C
Should D Did
10 - Dont forget to put the
rubbish out.
- Ive __________ done it!
A yet B still C
already D even
11 You dont need to bring
__________ to eat.
A some B a food C
many D anything
12 What about going to the
cinema?
A Good idea! B Twice a
month. C Its Star Wars.
D I think so.
13 - What would you like, Sue?
- Id like the same __________
Michael please.
A that B as C for
D had
14 __________ people know the
answer to that question.
A Few B Little C
Least D A little
15 Its not __________ to walk
home by yourself in the dark.
A sure B certain C
safe D problem

Placement Test 115
16 __________ sure all the
windows are locked.
A Take B Have C
Wait D Make
17 Ill go and __________ if I can
find him.
A see B look C try
D tell
18 Whats the difference
__________ football and rugby?
A from B with C for
D between
19 My car needs __________ .
A repairing B to repair
C to be repair D repair
20 Tim was too __________ to
ask Monika for a dance.
A worried B shy C
selfish D polite
21 I havent had so much fun
__________ I was a young boy!
A when B for C
during D since
22 Sorry, I dont know
__________ youre talking about.
A that B what C
which D why
23 Im afraid you __________
smoke in here.
A could not B dont have to
C are not allowed to D cant
be
24 Everyone wanted to go out
__________ John.
A apart B unless C
however D except
25 Honestly! I saw a ghost! Im
not __________ it up!
A having B laughing
C making D joking
26 Eat everything up! I dont want
to see anything __________ on your
plate!
A left B missing C
put D staying
27 Take the A20 __________ the
roundabout, then turn left.
A right B as far as C
along D heading north
28 I really hope you can find a
__________ to this problem.
A result B way C
conclusion D solution
29 Could you watch my bag while
I go and get a cup of tea?
A Of course! B Never mind.
C If you dont mind. D It doesnt
matter.

Placement Test 116
30 In my country, it is
__________ the law to watch an X-
rated film if you are under eighteen.
A under B against C
over D beyond
31 Rebecca had to __________ the
invitation, as she was busy studying
for her exams.
A take off B put back
C turn down D get away
32 Police __________ that a
terrorist group might be behind the
kidnapping.
A suppose B fancy C
suspect D accuse
33 When Christopher smiles, he
__________ me of his grandfather.
A remembers B recalls
C rethinks D reminds
34 The wonderful smell of freshly
__________ coffee hit us as we
entered the store.
A crushed B smashed
C ground D pressed
35 Mikes dad wouldnt
__________ him go to school with a
red streak in his hair.
A allow B permit C
accept D let
36 If only I __________ made that
phone call!
A wasnt B didnt C
hadnt D havent
37 I like Mary for her friendly
smile and her __________ of humour.
A sense B manner C
way D impression
38 These shoes are very
__________ for walking in the
mountains.
A practical B functional
C realistic D active
39 __________ of the credit for
our success has to go to the Chairman,
Peter Lewis.
A Several B Much C
Enough D Sufficient
40 We were surprised that over
500 people __________ for the job.
A wrote B applied C
enquired D requested
41 The children watched in
excitement as she __________ a match
and lit the candles.
A scratched B struck
C rubbed D scraped
42 Sorry about Kates strange
behaviour, but shes just not used to
__________ lots of people around her.

Placement Test 117
A had B have C
having D has
43 Ivan kept running very hard
__________ none of the other runners
could possibly catch him.
A even though B however
C despite D as
44 I did this painting all
__________ my own, Dad, said
Milly.
A by B with C for
D on
45 You __________ better check
all the details are correct before we
send it off.
A would B had C
should D did
46 This game is __________ to be
for five year-olds, but I think a two
year-old could do it!
A expected B required
C obliged D supposed
47 Just put this powder down, and
it should __________ any more ants
from getting in.
A prevent B avoid C
refuse D forbid
48 When Jonie __________ to do
something, you can be sure shell do it,
and do it well.
A gets on B takes up
C sets out D brings about
49 __________ we get to the top
of this hill, the path gets much easier.
A At the time B Eventually
C Once D Finally
50 Fifty-seven? No, that
__________ be the right answer!
A cant B mustnt C
wouldnt D neednt
51 __________ happens, Ill
always be there for you!
A However B What
C Whatever D No matter
52 Can you __________ to it that
no one uses this entrance?
A see B deal C
ensure D get
53 A __________ debate ensued,
with neither side prepared to give way
to the other.
A warm B heated C
hot D boiling
54 Ive drunk milk every
__________ day of my life, and its
never done me any harm!
A particular B individual
C single D one

Placement Test 118
55 The version of the film I saw
had been __________ censored.
A strongly B deeply
C great D heavily
56 He promised to phone me at
nine oclock exactly, and he was as
__________ as his word.
A true B good C
right D honest
57 There has been so much media
__________ of the wedding that Im
completely fed up with it.
A circulation B attention
C broadcasting D coverage
58 If I were you I would
__________ clear of the area around
the station late at night.
A stick B steer C
stop D stand
59 Turning back now is out of the
__________ .
A agenda B matter C
question D possibility
60 Joes fear of enclosed spaces
__________ from a bad experience he
had when he was a child.
A stems B leads C
starts D flows









KEY


1 B
2 C
3 D
4 C
5 A
6 B
7 D
8 B
9 D
10 C
11 D
12 A
13 B
14 A
15 C
16 D
17 A
18 D
19 A
20 B
21 D
22 B
23 C
24 D
25 C
26 A
27 B
28 D
29 A
30 B
31 C
32 C
33 D

119
34 C
35 D
36 C
37 A
38 A
39 B
40 B
41 B
42 C
43 A
44 D
45 B
46 D
47 A
48 C
49 C
50 A
51 C
52 A
53 B
54 C
55 D
56 B
57 D
58 B
59 C
60 A


Interpretation of
marks
115
Element
ary
Language
Practice
(Parcursul
2)
1630
Interme
diate
Language
Practice
(Parcursul
1)
3145 First
Certificate
Language
Practice
4660 Advanced
Language
Practice


120

ESP (English For Specialized Purposes) -
Listening / Reading




Supplementary Materials:
A Citizen's Guide to Democracy