Pearson Education Limited Edinburgh Gate
Co n te n ts
Ha rlo w
Essex CM20 2JE England and Associated Companies throughout the world.
Introduction
www.longman.com
© Pearson Education Limited 2003
Diagnostic tests 1 -36
All rights reserved; no part of this publication max be reprod�ced, stored in � retrieval system, or . transmitted in any form or by a.ny means, electromc, mechamcal, photocopymg, recordmg or otherwIse, without the prior written permIssIOn of the Pubhshers.
Printed in China GCC/07
Set in
ITC Symbol Medium
Ll;':'1 t;i"
1,"
i
i
ISBN 978-0-582-40383-3
I
ACKNOWLEDGEMENTS We are grateful to tile following for permission to reproduce copyright material: Atlantic Syndication Partners for an extract adapted from" How over-protective parents may Ilarm their
1999; Guardian Newspapers Limited for headlines "Police chief admits China visit errors" by Paul Baldwin, "Radio 1 outshines commercial rivals" by Janine
29th October 1999 © The Guardian 1999 and "Judge blocks ban on
Gibson, "Prisons chief urges release of Bulger killers" by Alan Travis, "DiCaprio film-makers face storm over paradise lost" by John Vidal published
in
The Guardian
1999 © Tile Guardian 1999, and extracts adapted from "Lobster's whiter shade of pale puts fishl110nger £20,000 in red" by Luke Harding published in The Cuardian 9 tll December 1997 © The Guardian 1997,
tobacco adverts" by Sarah Boseley, "India snubs Pope on eve of visit" by Suzanne Goldenberg published in The
will the minivan get it?" by Julian Borger published in The Guardian 30th October
published in The Guardian 2nd December 2000 ©
The
Verbs rarely used in the continuous
2. 1
Past s i m ple
2.2
Past continuous
2,3
Past perfect
2.4
Past perfect continuous
2.5
Used to/would
3.1
Present perfect simple
3.2
Present perfect and past simple - differences
64
3.3
Present perfect continuous
64
3.4
Present perfect s i m ple and continuous - differences
I make
I made
56 57
I used to make; I would make
test 3, page 1 2) 62
I have made
I have been making
65
Round up (Units 1-3): Present and past tenses
70
4. 1
Prediction
72
4.2
Decisions and intentions
('" Diagnostic test 4, page 1 3)
he will make; he is going to make; he will be making; etc.
Arrangements
73
I will make; I am going to make
74
I'm meeting; I will be meeting
Other future meanings
75
ti metables; q ualifying future forms; etc.
(II" Diagnostic test 5, page 14)
Verbs with future meaning
In some instances we Ilave been unable to trace the owners of copyright l11aterial and we would appreciate any
5.3
Future in the past
be to + infinitive; be due to
main verbs; modal verbs
+
infinitive;
e tc.
I was going to make; other forms
79; I mage Bank for page 231; Tile Kobal Collection for pages 69, 94 & 154; Penguin Readers for page 61; & 311; Ronald Grant for page 317.
Aviation Images for page 221; Blool11sbury for page 254; CorbiS Images for page 343; DK Picture Library
6 Negation (II" Diagnostic
Rex Features for pages 288
The authors would like to thank David Lott, Kenna Bourke and Christina Ruse for their editorial input into tilis book. They would like to acknowledge the assistance of staff and students at the following institutions for piloting. the materials: Wimbledon School of English, Westminster Kingsway COllege, and the College of North West London.
test 6, page 15)
6.1
N egative statements
6.2
N egative q uestions
6.3
Words which carry negative m eaning
80 81 82
86
Round up (Units 4 and 5): The future
We are grateful to the fOllowing for permission to reproduce copyright photographs: for page
56
I had been making
5.2
information that would enable us to do so.
54
I had made
Books Limited for extracts adapted from The One Hundred Stupidest Things Ever Done by Ross and Kathryn Petras.
1999; and Michael O'Mara
54
I was making
Expressions with future meaning
August
48
believe; have; like; etc.
2, page 11)
5.1
2nd
47
I am making
3 Past to present tenses (I> Diagnostic
5 The future (2)
Guardian 2000; the author's agent for an extract
adapted frol11 "Dramatic tension" by Mark Lawson published in The Guardian
1.3
4.4
1999 © The Guardian 1999, "A word in your year, from 1900 to now" by John Ezard published in The Guardian 30th October 1999 © The Guardian 1999 and "Why that joke email could get you the sack" by Philip Inman and Jamie
Wilson
Present continuous
4.3
Guardian 30th October
"Stephen King's latest thriller
P resent simple
1 .2
4 The future (1 )
children's health" by Beezy Marsh published in The Daily Mail 24th June
46
1.1
2 Past tenses ('" Diagnostic test
Seventh impression 2008
Design by Ke ith Rigley. Copy-edited by Sue Harmes. Illustrations by Anthony Seldon (pages 55, 72, 74, 109, 111, 125, 137, 161, 188, 195, 203, 208, 213, 215, 232, 278, 298, 303, 324, 327). Anthony Maher (pages 59, 64, 65, 80, 98, 124, 133, 191, 206, 290, 294, 297, 314, 322) and Jean de L emos (pages 76, 91, 116, 166). all of Graham-Cameron Illustration.
10
Present tenses (I>- Di agnostic test 1 , page 10)
The rights of Mark Foley and Diane Hall to be identified as the authors of this work have been asserted by them in accordance wIth the Copynght, DesIgn and Patents Act 1988.
Development editor: David Lott. Produced for the publishers by Bluestone Press, Charlbury, OxfordsJ1jre, UK.
8
not; no; neither; etc.
Haven't you seen .. . ?
adverbs; quantifiers; verbs; prefixes
88 90 90
They would also like to thank tile following for reporting on the manuscript: Valeria Arva, Centre for English Training,
U nive rs itesi, Istanbul, Turkey . Tatyana Goucher,
ELTE University, Budapest, Hungary; Rolf Donald, Eastbourne School of English, UK; Ozden ErgOl, TC Maltepe Diplomatic Academy, Moscow, Russia;
Bernie Hayd e n ,
UK; Olha
Madylus, British Council, Thessaloniki, Greece; Michael Nutt, UK; Ludmilla Pastushenko, National Taras Shevchenko University of Kyiv, Ukraine; Jelena Til11otijevic, University of Brighton, UK; Dorina Vant, Liceul de Informatica Brasov, Brasov, Romania; Berrin Yildiz, Dogu� Universitesi, Istanbul, Turkey.
L
3
7 Questions 7,1 7,2
8
7,3 7,4
(110- Diagnostic test 7, page 1 6)
1 4 Multi-word verbs
Closed a n d open questions Are you busy? Why did she leave? Tag questions H e knows, doesn't he? H e doesn't know, does h e ? etc. Indirect questions Can you tell me how long ",? I wonder whether, Are y o u ? Has he really?
Echo questions
Form and use
the four types; formal/informal use; particles
97
1 4,2
Phrasal verbs
I get by,
99
1 4, 3
PrepOSitional verbs
99
1 4,4
Phrasal-prepositional verbs
1 4,5
Word list: common m ulti-word verbs
Passives, causatives and get (l!I- Diagnostic test 8, page 1 7) 8,1
Passive forms
8,2
Passive
8,3 8 . L,
-ing
llave/get +
object
+
Uses of the passive
being made,: to have been made;
past participle
etc,
1 05 1 06
I had/got i t made; I had m y bag stolen
infonl1ation order; the ' u n i m portant' agent; etc.
9 Reported speech (1)' Diagnostic
1 07
test 9 , page 1 8)
9, 1
D i rect and indirect speech
9,2
I n d irect statements
9,3
I n d i rect (reported) q u estions
9,4
I n d i rect commands and requests
9,5
Reporting verbs and their patterns
1 0 Conditionals
1 04
it is made; h e was said t o b e "'; i t got broken
forms and infin itives
reporting verbs; changes of pronoun, adverb, tense reporting verbs;
1 12 1 14
she asked when i t started
reporting verbs;
1 14
he asked them to wait
advise; offer; tllreaten;
(f!» Diagnostic test 1 0 , page 1 9)
1 12
etc.
1 15
1 0, 1
General points on conditionals Zero conditional
If I work late, he makes the dinner,
1 20
1 0,3
First conditional
If I work late tomorrow, he'l! make the dinner,
121
1 0,4
Second conditional
1 0, 5
Third conditional
1 0,6
Mixed conditionals
1 0,7
Alternatives to
if
sentence structures and patterns
1 20
122
If I worked late, he would make the dinner,
1 23
worked late, he would have made the dinner,
mixed second/third and th i rd/seco n d conditionals
unless; provided tllat; suppose; in case;
1 23
etc,
1 23
1 1 The subjunctive and 'unreal' uses of past forms (!"" Diagnostic test 1 1 , page 20) 1 1 ,1
1 1 ,2
The ' u n real' past
1 1 ,3
wish/if only
+
imaginary past, present and future;
past simple;
+
past perfect;
was
+ would/could
or
were; what if;
1 30 etc,
Roun d up ( U n its 1 0 and 1 1 ): Conditionals, s u bj u nctive and ' u n real' past
1 2 -ing forms and infinitives 1 2, 1
-iog
1 2,2
Infin itives
forms
subjects and objects; patterns of Lise
1 3, 1
Participle phrases - form and use
1 3,2
Types of participle p h rase
1 3,3
I nfinitive phrases - form and use Uses in discourse
1 38
Verb
Noun + preposition
+
break down; catch on;
(111- Diagnostic test 1 5, page 24)
+ -ing
prepOSition patterns
to +
form;
infinitive;
def i n i ng phrases; phrases of reason, result; etc, active and passive; as subject/complement
defining p h rases; p h rases of purpose and result
to tel! the truth; generally speaking
1 42
1 3, page 22)
active and passive; partiCiple subjects
that
etc.
clauses
accuse somebody ot (doing) sometlling
demand for; success in; fear of
1 5,4 Adjective/participle + preposition
grateful for; worried about; scared by
Word list: dependent preposition patterns
belief in; good at;
etc.
1 48 1 49 1 50 151 1 51
1 58 1 59
1 64 1 65 1 66 1 66 1 67
1 6 Modal verbs (1 ): can, could, may, might, be able to (II> Diagnostic test 1 6, page 25) 1 6, 1 1 6,2
Ability
I wasn't able
She can speak French,
to fix
1 74
it.
There may be life on Mars,
Possibil ity, deduction and speculation
1 6,3 Arrangements, s uggestions, offers, etc.
1 75 1 77
He can see you at six,
1 77
May I interrupt?
1 7 Modal verbs (2): must, should, ought to, have to, need to (II> Diagnostic test 1 7, page 26) 1 7, 1
Obligation and necessity
We must leave early, You need to eat something,
1 7,2
Prohibition and criticism
You mustn't touch it,
1 7 , 3 Absence of obligation or necessity 1 7.4
Recommendation and advice
1 7,5
Logical deduction and probability
You don't have/need to pay,
You'd better not wait,
1 8, 1
Prediction a n d certainty
1 8, 2
Characteristics, habits and routines
1 8,3 Will ingness and refusal 1 8,4 Other uses of 1 8, 5
Hypothetical
I'll sign it,
He'l! have arrived,
It will hold two litres,
it would be nice; it would have been a good idea
1 9 Auxiliaries, have (got), do 1 9, 1 1 9,2
Emphasis Have
Have got
20,1
False synonyms
20,2
Opposite pairs
and
do
20 Confusing verbs (.. Diagnostic test 20, page 29)
make/do; have/take; been/gone; speak/tall;;
borrow/lend; bring/take
1 84
1 90 1 91 1 92 1 93
200
or didn't you take it?
meanings and uses for possession ; meaning 'has become/ob tained ' ; etc.
1 9, 3 1 9,4
1 84
1 98
(11w- Diagnostic test 1 9, page 28)
uses; contracted forms It has been a long time! I2iQ you
Auxiliary verbs
1 83
1 92
They wouldn't c/JQnge it,
offers; promises; suggestions; requests; etc.
will/shall/would
would
(!\'o Diagnostic test 1 8, page 2 7 )
He'll b e i n London now.
1 82
1 85
He must have left,
Round up ( U nits 1 6- 1 8): Modal verbs
1 41 patterns; differences i n meaning
1 3 Participle and infinitive phrases (f!» Diagnostic test
1 3,5
1 32
1 40
forms and uses
1 3,4 Types of infi n itive phrase
131
(,... Diagnostic test 1 2 , page 2 1 )
1 2,3 Verbs followed by -ing forms and infinitives
1 5,2 1 5,3
object;
1 58
I look forward to hearing from you,
1 8 Modal verbs (3): will, would, shall
form and use; informal alternatives; fixed expressions
The s u bj u nctive
General rules
1 57
I didn't fall for it,
I looked for it,
1 6,4 Asking for and givi ng/refusing permission
1 0,2
If I'd
+
1 5, 1
1 56
I made it up,
1 5 Dependent prepositions
1 5, 5
'There's a problem, '; He said til ere was a problem,
(10- Diagnostic test 1 4, page 23)
1 4, 1
96
etc.
201 201 202
208 211 5
21 Adjectives 21.1
(... Diagnostic test 2 1 , page 30)
Adjective patterns
responsible parents; the person responsible
2 1 .2
Partici pl e (-ing or -ed) adjectives
2 1 .3
Groups of adjectives
22 Comparison 22. 1
30 Word order and verb patterns
I feel frightened; a frightening film
adjective o rder; pairs of adjectives; etc.
(... Diagnostic test 22, page 3 1 )
Comparative and superlative adjectives
form and use; irregular adjectives
Adjectives with as , so, too, enough and such
22.3
Other types of comparison
23 Gradable and ungradable adjectives Modifying gradable adjectives Mod ifying ungradable adjectives
23.3
Common adverb + adjective collocations
23.4
24. 1
(... Diagnostic test 23, page 32)
very expensive; slightly dizzy; quite nice
absolutely fabulous; practically freezing
Modifying adjectives in informal English
24 Adverbs
not as bad as I'd expected
faster and faster; like and as
23. 1
really sorry; dead scary bitterly cold; deeply moving
219
30. 3
224 226 227
Use
24.3
Position of adverbs i n sentences
24.4
Sentence adverbs
front, m id and final position
viewpoint and attitude adverbs - use i n discourse
25 Nouns and noun phrases (II<> Diagnostic test 2 5, Basic points
25.2
Singular and p l u ral nouns
25.3
Countable and uncountable nouns
25.4
Agreement
25.5
Nominalisation
use; different meanings; a piece/bit of
making verbs/verb phrases into nouns/noun phrases
26.3
Specifying o r classifying possessives and compound nouns (II> Diagnostic test 27, page 36)
27. 1
Personal pronouns
27.2
Reflexive and reciprocal pronouns
27.3
' I m perso nal' pronouns
27.4
I ndefinite pron ouns and adverbs
-self/-selves; eac/7 other/one another
use of you/we/they/one
234 235
241 243
248 249 251
259
264 266
272
(II> Diagnostic test 28, page 37)
28.2
Demonstratives
28.3
Quantifiers
29 Prepositions
this/thatltl7ese/those as adjectives and pronouns
no; none; half; both; some; all: etc.
(... Diagnostic test 29, page 38)
29. 1
I ntrod uction
29.2
Meaning and use
29.3
Prepositional phrases
basic information; preposition or adverb? p repositions of position , movement, time, reason; etc . formation; stranded prepositions
307 308
page 42) 312
33. 1
I nt roductory there
33. 2
I n troductory/i mpersonal it as 'empty' s u bject; introd ucing certain topics; describing i mpersonal/general feelings; using it in d iscou rse
as 'empty' subject; there + be
34 Emphatic structures and inversion (jIoo- Diagnostic test 34, 34. 2
Fronting
34.3
I nversion
35. 1
Types of text reference
35.2
S ubstitution
35.3
EllipSis
313
page 43)
Zack was the guy who told us.
that I disagree with; attached to the roof was an aerial little did we realise; never have I seen; so are we
35 Aspects of cohesion (... Diagnostic test
298 300
320 322 323
35, page 44)
substitution; e l l i pSis; anaphoric and cataphoric reference
substituting nouns, verbs, clauses
omitting n o uns, pronouns, verbs, infinitives and wh- clauses
328 329 330
36 . 1
Ordering information
36 . 2
Discourse devices
tile information principle; the end-weight principle; etc.
types of linking; reference; para l lelism
336 338
Key to diagnostic tests
344
Key to practice exercises
354
Index
374
267
a/the/no article for naming, describing and classifying; etc.
Articles
33 Introductory there and it (... Diagnostic test 33,
Cl eft sentences
293
306
however: nevertl7eless; even so: still; etc.
34. 1
290
36 Features of discourse (lI>- Diagnostic test 36, page 45)
267
28. 1
(Ii>- Diagnostic test 32, page 4 1 )
32.3 Adverbs of contrast
somebody; anything; no one; etc.
28 Determiners
32 Contrast
who, etc; mod ifying pronouns; whichever, etc.
233
257
omission of pronouns; subject or object forms; one; etc.
Relative pronouns and adverbs
232
256 sports shop
3 1 .2
290
page 40)
subject/object relatives; defining/n o n-defin ing relatives; etc.
but; while; although; yet; etc.
( ... Diagnostic test 26, page 35)
26.2
Relative clauses
despite; in spite of
250
p l ural subjects; plural form and group nouns
31 . 1
Prepositions of contrast
248
regularfirregular plurals; plural form nouns
Form and meaning possessive forms; rules , The gen itive ( s) or of structure which form to use
27 Pronouns
coordination; subordination
32 . 2
page 34)
form and meaning; gender
26 Possessives and compound nouns
verb + complement; verb + prepOSitional phrase; etc.
Conju nctions of contrast
241
m odifying and adding information; use in comparisons
25. 1
Li n k i ng clauses
(... Diagnostic test 30, page 39)
s u bject-verb-object word order and variations
32 . 1
240
formation and types; adverbs with two forms
24.2
26. 1
218
30.2 Verb patterns
(... Diagnostic test 24. page 33)
Form
Word order in English
31 Relative clauses ('"' Diagnostic test 3 1 ,
22.2
23.2
216
30. 1
274 274
280 280 285
7
Or:
In t ro d u ct i o n
.
The Advanced Learners' Grammar i s a comprehensive advanced level grammar of the English language with cross-referenced practice exercises and a ful l set of diagnostic tests. What's i n t h i s book?
What kinei of grammar?
What kind of practice?
How d o I use it?
fut r
abouHhe u e 4;lA: 4.1C-D, 4.4C, 18.1A be gOing to + infinitive 4.1 B
The explanations are composed of sections which are divided into sub-sections
.iED 4,lA
+ i nfinitive
wilflwon::t
The Advanced Learners ' Grammar is for students who are at or above the level of tile Cambridge First Certificate Exa m ination (or equivalent). It can be used by students preparing for the Cambridge Advanced o r Proficiency or other similar exam i nations, or by advanced students who are not preparing for examinations at all.
�i/lfwon'� be'+ verb -ing, wtlirwon't have +
Or:
Use the diagnostic tests (pages 1 0-45) to identify your a reas of weakness. Do the test for a particular area of grammar, for example, the future.
Either:
4.2
4.3
4.4
n
(1) (I> Diagnostic test 4. page
De cisio s and intentions he
Arrangements
will· make;
13) is gOil}g to make;/lewill be maAing; etc. I will make; I·am g oing to make
he
I'm meeting; I
Other future meanings
will be
meeting
timetables: qualifying future forms: etc.
Read through the explanati on sections and do the practice exercises which follow. You can check you r answers to the exercises in the key.
.
The .future
t
:
72
73 74
' ,
past participle orbe'going to.
Diagnostic (1)
h
test
4
in
wri e the correcdorm of t e verb brackets to complete these.sentences. Use· one oHhese structures:wi1Ilwon't, shall. .. � to, wi/II.,;",,"'; be + -
lIoing
present continuous or present simple,
Then check your answers in the key to the d iagnostic tests (pages 344-353). Each answer contains one o r more reference numbers. Circle the reference n umbers for the items you answered incorrectly, read those SUb-sections in the explanation section and then d o the related practice exercises.
You can use the Advanced Learners' Grammar in a number of different ways.
Preclictiol1
mplel to talk about'predictlons which are based on
2�l11p,ete Ule dlajogues.a�cord)ngto the cartOo�:and using the verbs in brackets. Use wflliwon t
The Advanced Learners' Grammar generally contains four pages of practice exercises for every four pages of grammar explanation. There is a variety of types of exercises, ranging from Simple gap-fi l ling, matching and transformation tasks to comp lex manipulation of text. Each unit contains at least one exercise that is typical of the tasks fo und i n advanced level examinations such as the Cambridge Advanced and Proficiency.
4.1
We use willfwon't(the future s i
guesswork,a'nalysis orjUdgenient. We use williwon't with all persons and· with personal .. ,·and if'1personal subjects:.
J mJl1.!EC
I n addition t o describing traditional grammar 'rules', the Advanced Learners' Grammar examines the close relati onship between grammar and vocabulary in English . The grammar explanations cover areas such as multi-word verbs, prepositions and reporting verbs and many where grammar and vocabulary are closely l i n ked; useful word lists, charts and Round u ps are also included. The explanations highlight common errors and areas of potential confusion and explain the differences between British and American usage. The i m portance of context and levels of formality are fully described, and examples are given which reflect up-to-date, idiomatic speech and writing. Many of the exa m pl es have been taken from the B N ClLongman corpus. The Advanced Learners' Grammar also contains units on text structure and discourse, as these areas are essential for the advanced student to develop beyond the confines of simple grammar and sentence structure.
4 The future
PREDICTION
Read the sections or sub-sections that are l i sted in the i n dex and then do the related practice exercises. There is a reference above each exercise which shows which section or sections it is practising.
Use the Contents (pages 3-7) to find a unit which interests you.
8
predlctlohS
The Adval7ced Learners ' Grammar consists of: 36 diagnostic tests and a test key 36 units of grammar explanation with practice exercises d o uble-page Round ups of key areas o f grammar a n answer key for practice exercises
WllO i s it for?
.
Use the index (pages 374-384) to find a particular area in which you need practice.
TEST 4
1 will find � 4.1A 2 'II probably selili>·4.1A, 4.4C 3 .are going tc.-win 11>4,1'6
Tip: when doing the diagnostic tests, it may be better to write your answers on a separate sheet of paper, so that you can refer to it easily when you check the key.
75
Symbols
o
The following symbols are used in the gra m ma r explanations: '" particular problem o r exception; take note � = refer to this particular section i n another unit It' example", grammatically correct X eKomple = grammatically incorrect [example] '" non-standard usage
9
Diagriosti c test' 1
.
' "
.
Present tenses
Write the correct form of the words in brackets to complete the sentences. Use.only • the present simple (e.g.arrivesldoesn'tarrive) or the present continuQus(e;g. is/arearriving).' . .. . ' :, . . " ' Example . .. It's nearly half past ten ....1?P. (they/always/eat) this late in Spain?
,
: .tfw.y.�H!¢: ,
.
..
Carina . . . . . ........ .. .. c.. .... ..... . , (enjoy) .. hospital dramas so she ............................ (watch) ER every week. .
.
2 Japanese cooking .................................... (not use) a lot of dairy food. 3
the interest rate ................................... , (usually/change) because of inflation? . . . . . . . . . . . . . . . . . . . . . . . . . . . .........
4 Graham won't give up cigarettes. He .................................... (smoke) about fifty a day,
.
5 Britney,Spears ................................. : (stay) in the Waldorf Astoria on this visit to New York. .
6 We ............ ..........., ......... , (take) a two-week winter holiday in Gstaad every' year.
: • .. . ..• !;.. . .
.
.
D i a g n ostittrest
.
-.
. " .��
............. :. . . . .. . .. 12 Hewitt certainly ,. (not/plaYlrhis: qestter\rii�:at the moment,
.. . . . .
.
.
..
.
.
13 Hunyup aQcl buyy u sandwiCh! Here .. .;. .. :_ ..... ,.:; ......... ,.,.;... :(cpme) the bus!
6(
, ,
14 'sorry I .haven't ·phohtld. I lost my address book.' 'Oh,you .. :. . .. : : : . . . . : . : . . ... ... . . . " .. . . (alV\'ays{l.oseJ:Y9ur �,? Pr,e,s,�,; bQok! Why 'dop't , computer? ., ;�verYt�,i�.:n' gori �eep You .the . " " . · · .A '',. .. ; "
, .
"
"
,
15�he parHimeJJ�ilo.s, (')p.�y.,course . . . .. .... : ,., ........... : ....,:-�;. (consist of) twenty evening lectures arid Jj�e:fUIl-day seminars, : 16 ...........,.: ...... ::, .......," ( you/think) we should . allow moreth . . . . 'an"an::hotir'to'get to the ' ",\;,:,,' " 'station?
..
.
.
17 We can't leave a tt;n-year-old child .on her own, What on earth (you/think) .of?· .
18 Don't ask himlHe (be) really difficult atth'e;·h1omt;nt.
19 Wotild you'liketo t'ry''these champagnes? We . ........... ;...... :.... ;: ... : :.t:.' «iaste) them. to write a review for the'wine club' newsletter ..
20 We ................... ...(guarantee). that you won't be disappoi:nted with the performance of our new washing machine.
7 I .................................... (feed) the neighbour's cat this week while she's in hospital.
10 I can see the leaders, The three front runners ............................... (turnjthe corner into the stadium complex now.
11 Julie, listen to this. It's Thursday evening and I ................................... , (get) home really late from the club, and she .................................... (say) to me .
UnderlIne the correct ,verb form'in, italics; EXample
. . •..• • ...
15 The early rains were a.disappointment as we x ected to reach the coast x ectedihad ep ep before the m'onsoon set in.
'.' . ....•..
'"
" lJa veIWeren.'thaving.awritten 'fhe "ncas dldnt .. sGrrpt,
2
16 Atthe time �f tbe take-over the company's shares.had Cleclinedlhadbeen declining in value for several months.
TIle pool in the hotel was;,ab�;I�teIY filthy so . we clleln' swamf.swim In it.' . ••..... . '
We !itope,dlstopped at the'!ir.s t \ierv! Ce :station . '. ' :: . . ' " we:-came across. . . . .
3 Tlfe thTev� rat!' out of·thirbal1k,(juJ!7pedlwece Jumpfng intotheirqir an�sped,away lip the ' '. .. . , . . hlgp Weet. . 4 R�meses [I. Was.nl/;ngltulei:l.:i;Jve{ancient �Pt fOl--morethanfift:yyears, .
5 Intervention was urgently;required -, the
starving ct)ildrenlgrew/W(ire;g(owJngweaker �y t he day ano there.wos!IVasbeinglittle sign of an end to the;droughf
.
"
'
19 The staff wereusedlused to be paid weekly but now they receive a monthly salary,
20 Things have certainly changed - there would belused tobe loads of small shops around here when I was young,
.
.-..
; fi� warrebel .forces . ' '. By the third manthdft took/had taken mo'stof tM. . province:.•• •.•...
.
12 At the time of the trial last.summer HTnl
13 We . missed the.first act ofthe play because
.'
14 g ostlc test , i � Da
viewers didn't'used tohaveluse to have a very wide selection·of channels.
r ing 8 Many of th�sLJr,vlvoisIi'Qrkedlwet,e. wok In the ffeldswhen the••earthquake stw<:k, 9 Ph il stood atthedoor soaked from head to
1j
. : �.: "
' '' '
.
18 Befo.rethe;ad�ent of satellite television
'ear:ly.fljghttbe 7 Jim left/wasleaving onthe . next I)'lorningso he made'llis.e.�.cuses . . and left the partybef0lJ'!,midnight, ,
10 Denise had to leaveschool eaily on Wednesday because:She toofflWastaking her, . . " ' driving test. :
, :, : ,: :
17 Brend�n was st:i�prised to find the gas tank empty as he 'ha(i'orily tJeenu5inglhad only . .used the truck;twice that week,
sixties many 6 By 'the middleof;the nlneteen . . parts ofEurop.eexpedencedlwere·. experiencing alre menc;!'9us .econ()mic boom,
toe; he had beenrl,mninfjlwaS(imning in the . rair· ' . .
8 The court .................................. .. (not/usually/send) first-time offender's to prison, but it is possible in exceptional circumstances.
9 Then you ................... : ... (mix) all the ingredients together quickly and .................. ................. (put) the mixture in a hot oven for twenty minutes,
Past tenses
2
key � pap
344
,when IN.e arrived atthe:.theatre the performance . already started/had iJlready .. started.
At midnigtJtfv1r RaCht;sterhod climbedl
climbed the stairs an� went into'his bedchamber,
DiagnoStTctest 2-key � page 344
11
Diagnostic:
Past to present. tenses
test
U.nderllne the be. stchoice of wo rds in ita lics.
E xa m ple Has the package arrived/Did the package. arri ve
.
safely yesterday?
.
."
'
"
We still hold meetings in the old mano r house, which stood/has stood .ont h e same .. . spot for overtwo hundred years,
2 Beet h oven has wdtt�n/ wrote so � e ofthe most accomplished symphonies you . .. Will ever . . • ..' listen to.
3 I didn 't.see/haven't seen Keith aLall. .' yesterday morning. '
4 The nurses' strike increased/has increased the current waiting time for minor surge . . ry by two to three weeks.
5 Only oneBritish female astronaut spent/has spent time on a space.station.
6 News is .coming inof an incide nt in Parliament. A group of armed men surrounded/has surrounded the buildi ng and IS holding hostages. 7 He's really much more handsome :in the flesh than I thought/have thought. . .
8 We eat/have been eating hluch less beef . :�cent IY because of the crisis, but we think It s safe to start again now.
9 This country has. been welcoming/ has '. welcomed the latest.influx of politic al . refugees from the Balkans.
1 0 The incidence of street .crime has risen/has been rising by five per cent in the lastt wo. months.
.3
4
D i a g n o stic test
The future (1)
All of tl)e sentences belolY conta in a
gramm�lcal mistake. Find and correct the mistakes. Example
M ' yfamily � In t!ll� CO\!ntl'y for oVer twent y years. ..... Iw. .b UlJi.�rg/Mtr, tw.r.4. ... . 1 1 Huny Llpl We have been waited for you for , twenty minutest . . .. .. . 12 w� have been using thIs supp lier since two years and we've never had problems .. ... . . . .. ...
. .. . ....
_... .
before.
1 3 There weies e ven police dram as on TVso far this VI�ek and It's only Thursday! � . . . .. .. u .. . ..... .. ..
Write the correct form of the verb In bra ckets to c:ompJete the sentences. Use one 'Ofthese structure� '11111, shall, be going to. wi1lbe + -lng, w11l have + past partIciple. wfll hove + been ..,.-Ing. present contInuous or present
1 4 On ly halfway through t/'le fi nanci al year aM Btiti�1't Aerospace alre�dy announced' that Its pre-tax pr.ofits will be d own by seven ty per cent . . . .. . ... ... ..... ..... .. . 1 5 T he .'rid f�n Gover�ment has Impo sed a ban .on ti ger hunting FIVe years ago. . . . ...... ... . . . .. .. .. ... .... . . 1 6 Several �rivers "ave been badly Injured d unn g the. 19!}9 racing season, .
.
.
.
;,
•
:
.
.
...
.
.
.
.
.,
............ � • •••0'"'- . .. ..... . ... .. 17 Th i s farm is growing orga(1ic vegetables for more tlfcin ten years now, "'.'. .'� " . .. .... . ........ . . •
','
;
••
1 8 She has been pl Y1ng 1','1 til the s�mphony � orches tra three [Imes this s.eason. . . . . . .•.. . . . . .. . ... . .. . . _ . . . ."
....
..
.
.
1 9 'rnaven't. seen yOll for a ges.' 'No, I've , , :.
.
.
.
traYelted In �outh-cast Asia.' .�: . ....... ... .. .. .. . .. . .. , .. .. . : �
..
....
20 Oas is has been recording a new album. It w
last week.
.
Example 'Have yOU booked a ho!fdilY yet for this ye ar?: . . ..,..... (take) a·cruise 'Yes. we . . .. ... around the caribbean \n November.'
I
--M�.�
I've taken the '\ OltO to Bristol every Frld'ay fof thT-aa years and it's always half empty. . ' ,.Believe me. you .............., ..... .. ... .. _. : . .. . . . (find) a seat.
(;(')1118 by all of the recent polls; the social aemoarats ., .........................:: ... : .... ·(winl next
week's election by a huge
rnaf6nty.
Look·at th ose black clouds. It • . .. . ...... ... .. . __ ..... , ....... (rain) this afternoon
5 l'lll going on holiday tomorr�w_ This time next Tuesda
:
6 At our next weddlhg anniversary:.ve ....... . . .. .... ......... .. (be/m arried) for .. "
..
.
.
twent}!-flve y,ei3rs·
'7 'You speak very good Chinese;'. �Tba hkyou. It:s oot s llrprising I ._.. . .... ... ..... : . .... . . .. :. . (\lve) in Beij ing 'for e.lg�t years next month.' ;
.
.
.. ,
,
.
.
..
.
13 I v e lust� � � rda rumciur'that your favourite jazz singer . . . . . . . :., ........ ; ................. (come) to • give a ccince�tin our village! '
.
14 'Have you loo.ked atthe newfinanciai report yet?' ·No. bot i .:. . . . .. . . : .. ,._ ......... (stay) atiJome this evening so I can study it .. .
.
..
....
.
'
15 The ta ke 6ver i s going ahead, . I'm afraid, so we ............ . :....................... (make) some redundan.cies in the New Year.
1 6 Erm,I dont want to .be rude, but •. . .. . . .. . ... ... . . .... . . ... . (you/stay) with us for long when you come over to Britain? .
.
.
..
..
.
.17 The plane ........................ ,........... (take off) at 1 0:45: so we had bette'rchetk in by 8 . 4 5 . . 1 8 'Sunrise .... , ............................ , . . (be) a t 6 . 40 a:m. :tol11orrow.
20 The deqoratorwon't finish the work until you ................ ; ......... , ..... :... (pay) him what you owe.·.
"
..
.
1.9 MrFellows ...:::., ........ , .................... (play) golft o mofrow afternoon; as usual.• so you can catch .him on the golfcourse.
afternoon I (ski) down a' ..
....................................
mounta1"l
.
then:.'
.
4
.
..
i MY rather's a pproa chi ng retIrement age, so he .. . ...... , ......................... (probably/sell) the business next year.
3
I've won the jackpot on the lottery and I (spend) it all straight away!
1 2 I'vejust been to the council meeting. It looks like tney ... .. . .. .... . ... . ... .. . . .. . (build) a new shopping .centre in town.
sImple.
-
• • • • • • •' • •
1 1
,
. 8 Sit down ancl watch the TV: I ....... _ ... _. .. ... . . . Uust/finlsh) this lett.er quIckly before I Join you. ...
9
..
...
.
.
....
Yo�r driving test Is next Tuesday.so .................................... (we/havel a two-hour .1ession on Monday?
10 'Have your parents de'cided \'mether you can come to the festival next wel;!kend?' 'Ndtyet. but they can·t sto p me. I .. .. . ...... ..... . ..... .. ... ..... . ... (com'el with you':'
Diagnostic tflst � keg � pap 344
Diag"ostic test 4 kf#l
� page
344
13
..
. •. .
"
D i a g n o sti c te.st
. The
(2)
future
.
.
Choose the correct word or phrase '(a-c) to . . co m plete the sentences. .
i a g n o s t i c test
Now thoose two correct answers (a-<) to complete the sentences. Example Eve'l'one was ettIng Impatient. The, trial of �he ,g centUry ........ �A . . . . :., start in 'two minuteS. G was due-to b was to q would to
.' Example Shhl VQU;(.;, . •k.. , ·disturb your . mother. i e:to a are .d J c are td b are n o t to
�
Th� �a�p;
5
of Paris . 'r . . .. . . attend th� .se J(ce.. ... . " . . tom'orrow pef6re leaving the city.., . : 1 1 e rash l nllestlgators . . . . . . . . release their ' a i s about to " . b .· iS lo " fi ndings to the. press later today. . ;: : c is 'o.n the p oirit Qf ' " ' .' , a are about to b are dUHO c afe to , . " . ,. . . These pills are .. . :: : . .. . with any: other medicine. • ' 1 2 The exam starts at th ree. ........ arrive at the .2 .: • b not a'. not to be'otaken ' ta.ke. . . · . halt a I�t five rnlnUtes berore the safrt. c d.ue to .be taken b You are to a Be �ure to Ii: Be bound to metiilbl . . . . . . be pub l iS hed 3 .'i st . May. b' is a bo ut td a is 1'" . U p. e p' .:our grollP' Is . . . . .... , I f Y.ou .' . , ' to ' ." H urry c is on the , point of Clqr},t !=oroe now. t�ey\1t go without us! , b �bout to leave a to leave 4 HUrrYI R n ! Th� trai n 'S jUst . . .. . . . . I ve c on the point of' lea 'fng ' . without us!
Th� tl
�n
�
ciLle.
��
�
a to
Th'
c abouno
b" due to
5 Be.c ause of the erosion o'!' thei� habitats;. . sonie species are '., ... , ... extinction. '. a . abo�t to b on .the verge or . . " likely. to . ' . .
.
. . ;'.
' . :, ,
6 He;s very ... :: . . . to accep the position as we can't match his c;urrent sala!'y. a , unlikely c. sure b llkely
, 7 We. , . . . . . . :':p(oni ote tralnees
Yilthln two to
three' yearS of qualifying. a . . are abouno ' , ' b expectto c anticipate to .
b
8 'l'm sorry a out sPlliing wine on YoUr dress
9
last week:,' 'Oonl worry. I .. ; . . . . . take It to the . ' cleanei" s anyWay," C was to 'b wo.uld a was gOing to
A� tie
" raised his arin she reanS (:rtha(li� . ' . . . . . . . . . strlke her again. " b was to a, .was due,·to c was ,about to
�
,
.
1 0 I ' m, really s orry. We . . . . . ... to stop at;'l service station and phone you, butwe didn't w " a nt to waste any.moretime, b ,were going tei a were due to c were to
1 4 0.0 you believe we are .. . . . .. . a really, exciang breakthrough here? b forthcoming on the point of c 0(1 the verge of
a
Hi Standing underneath tile stricken 'building, no one seemed aware of the ........ danger. c; bound p IInmlilent a fmpendlOi
1 6 '00 you thfnkthe Judges w/U like my entry?' 'Of course. Theyl re ........ �o like It!
b.
a sure
�cjUf.ld
c:,
unlikely
one h un d �ed per cent cUstome� 1 7 We. .... , -satlsfaetion with �hls new val;ut:Jm cle�ner! c anticipate b guarantee a hope
two each 8{OI.lP of sent;ences below (a-c), gr'i1I11 matlc ally' co rre ct. TIck (.,t) the correct b He's
' 1 9 Look, I dldn't put the ru bbish out this mornfng. because I thought you . . . . . . . . do It! c were to b would a ' were golOi to,
, . . 20
Tile new department store ........ on 2nd January. but the explosion preVented thls�
� would open a was to' open c was to have opened
V'
'Where's Suzy7' 'Sh isn't,at home.' b ·.s'�e's not at �·o.me: c 'She's no at home :
a
Hannall .. __.. teli th� rest of the family.
a
b c
be.ggec;l her sI!!te(don·t �gee her sister not to dldrVt �g her sister' to
3 He foul19 her ........ a flat attractlve� but, str;angely appealing.
4
b Ina-ttp)ctl:-re; bllt strangely appealing. IS unattractive . but sb;angely aRpeallng. a
They'll get no help hom Janice. none help from Janice. b They'll c They won't ge� any "elp fl'orn Janice.
get
S There were . . . . ,; .. bookings for the restaurant on its opening night.
i/f1'j b few c riO
S
. .,' ... I O ' . . . . . . . colt1e Wit a Don't yoll b Will you c Wor!"t you
II
12
� �s to;the beG!ch tomorrow? '
Many mana er:S . . . . . : . • preparefor meetings, a don't hardly b hardlY ever c hardly · It? That kind of crime . . . . ' ; ... th'ese odays . does . .. . s . .. •,. appen h a rarely ' b· doesn't rarely happen c .s£!ldom happens . "
g
Rewrite the underlIned part of: each sentence . to make It negatlve� Use n.ot. n 't. neither. . . . nor or a negative prefix. &�
I 7l!Elctthe� a r
. movIe , on the flight.
..
.
�!t��.tlwQ.a.b.erIkJHIJIM. QII<.�ft0M
1 3 The·. professor ordered him � the room, . ; .::'� :; � : : : _ . . . .. . . . . . . .... .
••• '
o' .
'
'
'
. '.
••••••
1 4 Haylng.seen the film, I don't understand. . . the : • • • • • • • • • • • • • , • • • • -.. • • • • • • • • • • • •
hype.
. . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..__
::. , I,'. -:' :';<:'"
Mam!. anUque watcheS of this
available these days.
, -;. , ; :. ,',
type are
.
a Rn'ows,nothing b doesn't l\t1,ow anything Ii d.oesn't kf1o\� nothing
1 6 TheY've booked either to eo onC! cruise or .t. Q . visit th'e pyramids. . . · · · · . . . .. . . . . . . . .
failure. c We d on 't thTl'l1< that the conference will be
1 8 Haye you segn Har i son Ford's new film yet? ................. " , ..........,;�.:, :":.. � . . .-....-:. .:, . . . : :'. .... . . . . . . . .
7 a we think that the conference won'� be a faIlu re. b We d'Qn thInk the conference to be a
a failure.
'
8 The Woman In the photo .. . . . . .. to be happy. a seems not b doesli't seem e isn't seem
9
6
15
6 l:Iti says he ........ a9Put the- rQbb:ery.
.•.
1 8 The society . . . . . . . . expand Its membersi1ip by twenty per cent I n the next year. ( envisages b may a hopes to
not an actor!
"..'
Has�'tStell� con�cted ner solicitor yet? Ct C
b YCjs. s�.e basn't. Yes. sl')e Ijas. No, she hasn 't.
1 7 The followers of this sect beUeyethat� life after death. . . . . . . . . . . . . . . . . .... . . . . . .... . . . . . . ' . . . � '.; . . . . .:� : . ',,�.': .. :; :'-. . : . . '. ' ., . . . . · ··· 1 ·· · · · · · 0 4 · · · · · · · .. · · .. · · · · · · · · · · · · · · · · · · · · · · · · ·
;
. 1 9 The suspects � all of the ai. i egations . .' .. agaitlst tl1elJl., . , .••;. :Co ... 0 • • '. ' '. . .. � . . . . . '.0 0 • • 0 • • , '.: 0 • • 0 ; ; •;
00
20 The new Financial Director Was generally thought to be;: �; • • • • • 0 • • • ': . 0 . · · . . . . . . . . . . . . .. . .. . . . H' :',:,�" " , "' • • • • • ••• • • �.� • • • • • • • 0 .' ,•••••••••••••••
• • •• • •
•••••
Diagnostrc tsst 6 hey " page 345
.
1 5 ·.
D i agn 0 stic te st 7
Questions
1 2 Do you know i the victim had been stayi ng In this hoster Immedlate�y prior to the attack? ,00 . . . . . . . . . . . . . . . .... . . . . . . _ _ _ _
Nine of th e Se questionS contain, mist a kes of grammar or formality. TIc k , [..... ' the correct questions, then find and corre ct the m ista kes . ' What did y ci u; b Liy el s e at .tllt! shops?
WW: d.f�:r!#.?Y�Hr.�.I1jI. M. .tfr&J '/ i �f.!.r ''
1
.
Wh at me a n s 'he l i otr. o p e'? L c a n:t find It In th�
'
d iction ary: ' · •.
:
'
.
,.
" ; ;' c·
� .. . . "
•.•
, ' ' ;'"
2 How long you had been living. there before . the war broke o ut? · .. . . . . . . � . . . . . . . . ',. . . . . . . . , . . ; . . ; .: . . . . . .-. ; . .; . . . . .. ;", . ; . . • • ,• • • • .
• . • • • . , . • . . , . , , • • , , ,. • . • • •
3 Acco rd i ng- tO .
. .
.
.
.
.
.
.
.
.
,
..
.-
. . .. . . , • • •
..
.
the nidpe. whattime .shoultl I' turn t h e oven off? .. . . . . .... . . . :. . ... �'" . . ,,':. . . . , .�.: . . . . �.�':::.'.'�:'. . ... ............ -. . .
.
.
4
' Th ere
was a n awfLlI explosion in towl1 yesterday. " Really?:WlJat dld happen?' ' . . ,., . � '.' o . .. . .. . . .. . ; . : ; ': . ::: ;" �':. : .. .. . . . . . o a . , .. :
• •
.
.
. .
'
• • • • ; • • •
• • • • • • • • • • •.
5 W h o exactly presents the .certifitates ar the .. graduation ceremony? ' . · . . . . . . .. . . . . . . . . . .,' . . . . . . . . . ' . . . . ' . . . . . " ' . ; ' � . . . . � . . .
6 How on earth will you get there? The bpses h ave all been on strike fo r a wee k : .
.
.
. .
.
.
,"
.
.
',' " . ... • .
. : : ' :: , much of that· fI I r'n". did. you?'
• • • • • • • • • • '• • • • • • • • • '. , • • • • • • • • • ,. ' . •
-"
e•
• •
�· • • • ,
:
; • •; ; • • • • • • • • �
.
7 'I didn't t h i n k 'Yes, I thought it was . t e rri b l e : . . . . .. . .. . ..:. . . . . . .', . . . . . . � . . • . . . . . . . . . ; . :'. . . .
.
. 0f-' __
. . -. ,,: . . . '. '.' .. .) ..
8 Let's give tile �vening. dass � niiss toni�tlt a nd stay. i n , do n 't we ? .
. .
.
9 ' I ' m go i hg to have to cancel this eyentng. I 'm. . still at wbrk." O h , things are still . re a ll y hectic, arE) they?' . . . . . . . . . . . . . . . . , . . . .. . . . . .... , . .
.
.
.
1 0 Can you . I et me
1 3 Honestly, I Gan:t tr ust you to do anyttlillg flgNt. Yoll earn haVe lost your passPQI't. Could you tell rne where you put it after the holiday? . ... . . . .. � � 0 . . . . �0 0 . . \, •• 0 . 0 . 0 0 ,. . . . .. . . 0 ' . '''0 00 .0 eo • •••••
Example
14
•• � � • • • • • • • • • • • • �
..
..
..
� . , • • • • •••••
'They dl<;ln't elve the concert after �II last night. ' 'Dld they? Why nOl?' ••••••
..
•••
..
•••
• • •••••
1 5 'j Jove . seelng Rolibie' Wiliiams live. He's such a good dancer.' 'Yes. isn't heT Write an appropriate question tag (e.g. it?) to complete e.ach question.
{snIt
E xa mp l e
You d0n't' really pelieVe In ghos\S, . . . . il:P.y.'1H! . . . ?
1 6 SOrely your parents will help yOu to .get the rood , ready.
.
... .
.
.
.... . . . .
. .?
1 7 Look at the ti m e . We ought to go - now to get the I.ast bl,ls . . . . . . . . . . . . ., ..... 1 .
1 8 She neetln't pay for the whole a'dv,ance, .................. ?
course In
1 9 'Have you seen my hew puppy? He's wort;h £250: 'He's (oVely. He's a pedigree, then. ... ............... 1'
20 Don't forget to bring me sorne of yqur fantastic carrpt cake . . . . . . . . . . . . . . . . . . . ?
.
.
.
MY parents I
..
let me stay up late ye s te r ci ay .
13
.
1 The management have o ffe red ,the work'ers. a pay rise. .. • . .' A pay rise' . . . _ . . . . . . . . . . . . . . . . . . . .�. :. ..;:' . . . . . ..... : .,: : . .
.
..
.
15
..
. .
.
3. They made the contestants d ress In ridicUlous outfits. The contestants ....... ...... ... .. . . .. . .. . . ... . . . ... .: . . . . . ..
.
.
.. .
.
'" the organfs:ers sho u ld have wa m..ed us in . . advance. We ....-. . . .. . . . . . . . . . . . . . . . .. . .. .. . : . . .. . . . .. .,'. . . .. . . ..: , .. . . . . . . .
'
.
17
.
6 It was my father's final wish that they would bury him CIt sea. To , . . . . ... . . . . . . . . . . . . . . . .. _ . . . . . . . . . . . . . . . ... . . . .. . . . : •• . : • . . . . .
...
.
.
..
.
7 We regre� t�e fact tha the . Iandrord dldn;\;: Inform us of his decision. · We regret not . . . . . . . . ...... , . . . . . . . . . . . �. . . : . . . . . . . .., . ::. : .
8 9
.
.
The garage servl�s fIly car every six. months . I ... _. . . . . . . . . . . . . . ... . . . . . . ... . ;:.�: ........ : .::::;.. ... . . . . " . . . . . .
The carriers will receive InstructIons to return the goods to your elrelits by. trrday. We will h ave . _. . . . . . . _ . . . : :: . . . . . . . . . . . .. . . . .
.
. . . .
. .
.
. .
. . . Shakespeare's flnal play. ··
.
a A fclmolls ilctress is resembled by my sister. .. . .. . : ". b My sister res em bles 's fa m o us actress.
16 a That poJitical party wa. nts . t; increase its membership. . . .. b. Membership wants to be i n c re a sed by that · ··.. p olit ic;al party. .'
S H av/ ng taken advice. the com m ittee decided l10t to proceed, Advice . . . . . , . .. ... . . , .. . . .. . . . . . . . . . . . .. . . . . . :, . ... .. . . . . .
is own ed by . S a U d iA ra b i a . . b Twenty per cent ofthewodd's ofl gets ow n e d by S� u d i Arabia.
14 a Some people think · The Tempest is . . ' . . Shakespeare's fih af. play. b ThE! Tempest is thought to be
..
2 The mechanics are overhauling the en!ire .. fleet. . : ' The entire fleet _ . . . . . .. . . :. . . . .. . . .. . . . . . " .. . . : ..:
� TWeniy per cent of the wo r ld ;s oil
.
a · ThEi Gold e n
Gate .Bridge i.s a marvel of American t e c h nology. Itwas designed by Joseph :B:Stra�ss .in the . 1 9. 305 . b The Golden Cate B:ri dge · is a marvel of American tech no l ogy. In the 19305 Joseph B Strau ss : des1gneo It. .
will Interview t h e alphabetical ' order: The candidates Will be interviewed ."
1 8 a The. lnterviewers .
'
b
.
candidates.,in
alphabetical order..,
in
19 a Ttie post 11t�saJ'il'ived at last.: I) Th e post has been arrived atlast. -
20 a This program me wa s reccirded in front of a . . .' ·· live audience. ' ·b· We reeordedJhis p rog ra m me .
l ive a ud ien ce
. .
.
' .
in fro nt .of a .
.
1 I I want you to repair that co'mputer. as soon a s . you lPossiblY can. Cet .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . .,: . ..:i . . .. . .
.
you p o ssi b ly let us .know [for not the .tr.ee roots will affect the foundatioris? •.• . .
..
.
.
.
1 2 I can see th�t nobody's cleaned the bathroom for weeksl The bathroom ....... ... ....... , . . . ... . . .. :.. . . . . . . . . . ..
16
'. • . '.
e<:t or .best. sentence ( a o r b ) i n
Ch6ose tM corr each ipa1r. . . .
W,(¥.4IIIlw.edt m.�·«f:'.((J,k,lNl;u:Mf'""" ....
.
1 1 Could .
Exam p le
.
train from Croydon a rrive? . · . . . . . . . . . . . . . ... '.' ' ' . . . . , : . ... .. ,.; . . . . . . : . : � . , . . . . . . . : . :�'-. . . . .': .: . .
�ewrfte these sentenlles beginning with the word(s) In bold. You will need to use passive or caus ative forms .
10 They are going to repai r S usy's car free . of . charge! . .' ' S�sy's getting . . . . . . . . . .. . . . . : : . . . . . . .. : . . . " ., . . . . . .. : .
. . . . ........ ... . . . . .. .: . . . .. . : . knowwhat time does, the .
Passives, Clausatlves and get
. .
.
.
8
D i a g n o st i c te st
Diagnostic test 7 lu!y �
page 345
.
.
., '
Diagnostic test 8 key �
page
345 •
.17
Diagrtbsti c .
"
.
'
.
Reported' spee'Ch .
""
.
test . 9
:
Ten ofthe�� . sentenc_es �ontaIn mlstak�s. lICk (v) the two correct sentences, then find and .'
correct the niiStakes�
..
Example
.
:t#�f(n:;.; fAAQ.Jfl. . ..
:
. . .. kii.r. 1P..M,C(uljJn/tMk P(.�._ ...................
u
. j3
.
...
The s rge 6 n as sured Mr I3lis: Th� operation has been a e n i g. . sufcess, ' said stie . . : .........: :," " .�: ... : . . .
r�
.
r sou d n • . He tol d Jhat J1ls mollile phci�e had Ileen o. u t of action a d ay. .... . . . . .. :�. ::.. .. ....... .... .
. .
. .
,
.
,
.
. . '
,
15
felt I c6uidn 't'complete It. . . . .. .. . .. " " .. . .. .. ... ' 4 The manager told us last i ay . �ven i ng that · · h e V\iante d u S .i n o rJ tlmetomorrow momlng t(j sta �t the Saturday. sale, .
.
..
....
.
.
.
.
.
. .
.
F
.
.
.
td
17
�
5 Susie .Phoned her h sband a nd toi d
hi� that she V\iould be gone V\ihen he gorho m�: .
,
s
beer) :young; , : . . . . . . . . . . . . . . . . . . . .. . . . . . .
18
..
.
'
._ . . . ..
as·a gre.C!t . .
.
. . . . . . . .. . .
..
... 1.
.... .
.
...
.
. . . . ..
.
'You must lOSE) at least 2.0 kilos.' The doctor told me ..................... ..............
The Mrng DYI1'asty lasted Year's.' The historian explained
. .
. . . . . . . . . . . . . . . . . . . .� ..... ..
8 Laura ' sai d if anybody had reported a person to tlle.police yet
.
.. ..
. . .. . . . .,
.
.
.
. . . . .. . . . . .
l O We asked tI e traveL agent if or nott h ere a sV\iimming .pool at the villa.
�
1 1 Sevenil members of the
20
missing
. . started .
..
9 The n urse aske d when exactly had the pain . . . . . . . . . . . . . . . . . . .. . . . .. . . . . .
'When do you want the sofa to be delivered?' The shopkeeper asked my' wife .......... .. .....
.
.
.. ..
• u • • • • • • • • • • • • • • • •, • • • • • , • • • • , . . . . u"
•
.
. ..
'You rea lly must do at I�st four hours' trainIng a day.' .. . The trainer urged his team ........ . ... .. "
. .. .
. . .." .
.. .
.
...
. . . . ,• • • • • • • • • • • • • •
.
.
• • •- .
...
.
.
.
houses then It becomes law(
..
.
..
"
. . . . . . . . .. . .
�••••
.
.. . .. . . . .. . S �all w� s�n. th'e dec;oratlng a� tile weekanCi If we I1t.1d n o other plans'? . .. .. ...... . . . . .. . . . . . . . . . . . . 4 If you spill ellen someth i ng {IS I nn ocu ous as water on thrs fabric. It staTns. .... . . . . . .. ... . . . . . .. . ... . . .. . .. . 5 When you pre$s,tlte 'record' bLltton, the green ligh� comes on. 3
. � -. . . . .
.
. . . H . . . . . ... . .
.. : ••••••
.
• • • • • • • • • • f . . . . . .. . .. . .
,
. . . . . ..
. .. .. .
. . .. . .
.
. ..
,
.
....
.. . . .
,.
. .. ..
. ...
..
.. .
..
.
.
.
. . . ...
.. . .
.....
....
..
...
.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . ... ... ...
Ir the museum will c;/large For entry, a lot of R:eople won'� Qe aola to use !to . . . . . ... , 7 Are ou u n �a ppy wIth any of our 'operatiVes. we wUl repiace them Immediately. . . . .. . . . .. . . . . . .. . . . . . 8 If you're taklng- sQme , nowers to Julie. I 'll take some frLlIt. .. ..... . . . .. . . . . . . . . ... . . 9 If the form has been correctly completed. the tFa nsfer wlJl tak� only two days. . . . l . .. .. . . . . . 1 0 The orga'1 sel'S would respo(1d ,positively 'to ptoposa ls if they are s\!bmltted by I Otlt June, .. . . . ... .... . . . . . . ... . . . . . . . . . . . . .. . . . . . . . . .
• . Oo .. .
.
Even und e r great pressure O'Brien deriiedto , ' ' have takell part in the attack. . .
• • • • • • • • • • • • • • • • • • • •••••••
..
.. � ...
'
Royal Family urged
EdV\iard VIII don't abdiCate. .
. . . . . .. ,
6
...,• • •
..
•••••••••••••••••••••••• ,
. . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . h • • �
was '
.
2
,
It may be p¢,sslble. if both P"lrtles d.esl re it. •0 reduce the time scale, r.' . . . . ...... . . ... If Fhe bUl ls p'as�ea by both pa rliamentary
. ..
19 'Isn't that's up,ld I,)ehavlo�r fOr a cycllstT The pedestrian complained " .. . .. .. . ..
details of a tentative settiement,
.
.
..
for almost 300 .
TWelve 'of these c;ondltional sentences contain a mistake., or may Ile considered Incorred: by mllst English �eaker:s. TICk (t') the,correct sentenc;es. then find and correct the mi$kes. (Ere careful! InCl,orrect punctuation coun� as a m lsf·a ke ) Example I wl)uld have ca l l eg you Tf ! � you were- at home. .................. /yyk.Iyy/ftffl. ..... " . . . . .... . . . ,.
, . ., . . .
.
7 The negotiator said he's V\iorking on the
12
day for tHe nallo n l TIle President announced
2000
..
.. ;
6 Janice .hates thi! idea of growIng o ld She ' '. . said yesterday that slie V\i i h ed s he had sri.1i . . . . . . . . . . . . . . . . . ... . . . . . . • , .
Ma�c:h
..
1 6 'In�lIigen life ·does not e 1st in our ul1lverse.' Many astronomers believe ......................... .
' ,
, ' ',
will remember I·st
"
3 Mary wasJed up abOut her Inalllllty to . complete th e co u rs e � S li e to.ld. the le.ct . u rer J ' .
'I
�
� �
14 ' Publ lcation may be deJayed , lly one we'el<. ' The editor told us ..... . . . . . . . . ' . .. . .
.
H'
.
each quot� In Indirect speec".
, Example . ." I've lost a co n tact lens so I carl't se'e a thlng'! ". 'Cary eXplained tha udw'iJ t. I(Q� I •
.. . .
I 've alreadY� you a hundred.ti me s thin you 're too lateL : . . .
2
Conditionals
R�wrlte
.. ..
10
D i a g n ost i c test
t
.
DiagnostiC test 9 #leg " pap 3�
..
...
....
.. . . . . 0 • • • • • �
..
. . ." . . .
. .. . .
.. .
.
· · · 1 · · · · · · .. · · · · · · .
. .. '"
....
. ..
.
. . -:. . . . . . . h .. . __ .. .
..
j j.
.....
.
...... .
. .. .
..
. .
.
.
.
...
· . ·.... "
..
.
..
..
.
. . . . 0 • • ' . . . . . . ..
....
.
.
...
. . . .. . . .
. . . . . ..
.
.
.. .. .
..
....
.
' . . -'-.
1 I If YQU 'w�r-e t9 listen more careful ly you might ur,lderstar:rd a l ittle more. . . . : ' .'::• : . 1 2 tf I was you. I shoul(j ,try ta see a consurtant . '. as:sooQ �as possible� ..... . .. . .. ... .. . .. . .. . . . 1 3 If he would haVe w�ited a 1l1t longer. we would have given him the result. .
· , · · . • · · · · · · .. , · · . · · · · "1 1 • • • ·' . • ,. . . . . . . . . . . . .·. .. ... . . . . . . . . .
.
.
....... . .
...
,
. ...
. ..
.. .
,. . ; ,
.. . ; . . . .
. . . ... . . .. . . . ... . . ., . .,. . . ,
... . . . . .. . . . . . . . ........... ... .. . . . .. . . . . . ............. .... . . . . . . . � �', . . : .' .
1 4 The King or Belgium di�n't attend the royal " . wedding. If he hadn't been the re he would have witnessed a marvellous spectacle:<: . . . . . . . .... . . . . .. . . . . .. .... : 1,5 If the co mpa ny didn't want to cont i n ue sponsoring us 1n the I'UturEr. the}· wou ldn 't renew our c;ontriict l ast week, would, they? . . . . . . . ...... . . . .. . . .. . . . 1 6 If the authority had buJlt new homes as " planned. we would have fewer homeless. .. ' people on o u r streets to da y .. . . .. . . . . . .. . . . .. : :. . . : : :: . 1 7 Shhl I'd be grateful unless you made comments durIng the con�ert . . . .. . . . . . .. ... . 1 8 A/V\iays ta!
.
.
.
.
.
..
.
. ,.
.. .....
.. .
. . . . . . . .. . . . .
. .. . . .
..
.,. . . . . .
. . . . ,., , . . ,'
. . ...
.. . .
..
.�
...
. ' ' .-. . ;
,
.
...
,
..
.
,
,
.
.
..
.. .
. .... . .
. . . ..
.
.
.
. . . .. . . . .
..
.
; ..
.
.
..
.
,
'
.
.
..
.. . . .
. .. .
. .. . . .
j
.
..
. . . ..
. " c , I • • • • -. ••• • • • • • ' ,' • • • ': • • • • • �
'
..
. , ..
.
'. .� . . . . .
. .. .
� .
.. . . .
. . . ..
.
....... .... .
� . . ....
. ...
.
. ...
..
.
.'
. ... . . ;:. : . . . . : ;':
. . . . ..
.
.
..
. . .: . '
.....
'
.
.. .
"
; . . ..
..
.
...
..
,
..
. . ..
...
.
..
..
.. .
.. . . . . . . .
..
,:
.. .
" ,"
� . . . . . .. . . . .
. . . . . .. . . .
� • • • • • • ,.
DiagnostJc test 1 0 key ..
pap
346
.
,
' 19 ,
D i a g n o st i c test
1 1
D i a g n o st i c te st
: The subjundive and ' unreal' uses of past forms � t Five of thes� sentence s contain· gr mma ical mistakes. TIck !tI ) the . correct sentences, then find· and correct the mistakes.
Example ·
If only we-eatl see the situation. through h i s eyes . . . . . . . . . . .�.q/4........ .
.
2 I wish I would have green eyes l i ke Elizabeth Taylor. . . . . . . . . . . . . . . . . . . . . . . . . 3 The regulatio ns require that each defendan t in turn submit:a sworn stateme nt to the court. . . . . . . . . . . . . . . . . . . . . . . . . .
4 If you only paid more attentio n! . , . . , . . . . . . • '. . . . . . . .'. . . . . 5 It's high time we didn't act.so i m pulsively.
6
. . . . . . . . . . . . . . . . • . . : . . ....
If only the car would have been going more sloWly! . . . . . . . . . . . . . . . . . . . . . . . . .
7 long l ives the President! . . . . . . . . . . . . . . . . . . . . ..: . . . 8 If only that I. had known . . . . . . . .. . . . . . . . . . .. . . . . : . . .
Circle the best explanation(a Or b) .
Example
I 'd sooner you paid me cash. a I expect you to pay me soon. preferto be paid in cash.
@'J
9
1 3 She wi sHes sh e had a h o m (!. of her OWn. a �he Jl J(es l iving in her own plac-e . . b She woHid nile to 1.lve In h er own place.
If only I was as tall as my brother. . a I used to be .as tall as my brother. I am shorter than my brother.
Wl'Ife suitable forms of the word($) In . bJ'lJckets, putting verbs Into an -/n9 form (e;g. returning) or I nfin it ive form [e.g. tQ. retum) . You may nee· d to change or add wo rd s.
1 4 . l fon ly I c o uld Wear such brlghtt:1othes. · a BngHt clothes db n� t suit me, . i'm the only'. Orie who can .Wear brjght . • dotlies.
b
It is high time the country were told o(the Prime Minister's intentions . . . . . . . . . . . . . " . . . . . . . . . .
.Ing forms and Infinitives
El(.ample I'm looking Forwarq to . good news, (she/re�urn)
.
Complete eac h sentence so that It m�ans i:he same as the precediilg sehtE!nce[s).
1
1 5 veu olJght your liomew0tK. · . I t's . h l gh ti m e you ; : . . • . , ' : ; . . ; : < , ' ' ' .\.:� . . . . . • · ._ . . . . , .
tO StElrt dbin�
17
I ' d on 't want you to bring; t h at smelly dOg into . . . this h o uge. :· . I'd ra th e r you .
prefer wearlna natural rabeics. . . I ' d,:.:sooner ...........................: ; .. .: :. . 1 9 He oul'lds q,Uite corivlnciAg. Perhaps . .he knows what he.(s i:alklng about. .1 8 I
• . • . . " ..
.
..•.,
...
.
.
b
.. 20
with
�OVEl
.
.
3 Sylvia rang her doctor appointment. (make)
4
an
The thIng I mos h nj oy about m y job Is .... ..... . .... . . .... .....:. . • peop l e with prOblems. . (hell')
S Press �re fro m the bo�rd led to .............. .............. the company. (he/leave)
T/1e apl onel orqered a day's lea ve rn ord � r .. ..... . . . . . . .... . . . . . . . . . . . �he morale or th e t.. roops . (b oost ) .
7' W� li:ot there only . . . . . . . . . . . . .. . ... : . . :. . . : : . that the toncert' had been oancelled. (fi n d ),
g. You're welcome . . . . _ . . . . . . .. . . . . . . . . ;; • . ; , . yoursEllf . to anything from the fridge. (help.) . '. 9 It's strange that she didi1't mc'htion .
10 11
. . . . . ........ . . . ..... ....... him at the
party. ( me et)
I really can't r isk .. , . . . .·. . . . . . . ... . . . . . . . . : thesEl awful prQgn)mmes. (,tl'1e children/see)· .
..
Don' t dlsturb r]ie. l·ve got a report . . . . . . . . . . . . . .. . . . . . . . . ... : :. . . by l un Ch t i me: (writEl)
1 2 I can't st�nd ...... , . . ... . .. .. , : . : . • : .. :> <1'0 i l11al 5 In pain. (see) " . 1 3 I must remem be� . . , . .. . . .. . . . . . . : . .. . .. . . my alarm clock tonight (set) .
.
Suppose we win the competit ion. a I think we have a chance of winning. b Winning is extreme ly unlikely.
1 2 He bosses everyone around as if he owned the place. a He owns the place. b · He doesn't own the place.
.
I'm afraid :Y9u'll have to you r car, �ir. There Is . " . : . ; .•. , . .... . , . : . . . . . . . ; here. (not/park) .
(succeed) ·
f6
. .. .:
1 0 Get a move on! It's high time we left for the ai rport. a We are late. b We liave just left. 11
.
He s.ounds a·s �hough : : :; . . . . ........ : . . . . . : . . . , . . . . . . , .. 20 You are always. ralking With your m 6 uth Fu I l . I . .. want you to stop .dofng . it. . . . · 1 wish you .. . ... :.: . . ::, ....: : : . . . . ... . . : . . . .: .. . .., ,',.. :.; , . . . . . ; . .
.
. ..
� FQr evil . ; . , . . . ... . . . . ; . . . . , . . . . . . . . . it i � only ne<:essary tha.t tt1� goo d . do nothin g.
ExamplE! .. . : · :i��e:.i.1!.�lf$i���;::��r... ,
:.1 6 WOUld you haVe gone if you had . been . . invited:? SiJp posing ·you: . . . :.; . . : , . . .. . : . ... . . . . . . . . . . ... . . . ... . " . . ..
.
...(tg. rlA:w. ..Iw!g, . .. .
..
12 16
We went on . . . . . . . . . . . . . . . . . . . . . . . . . . . . . even after the music had stopPed. (dance)
1 7- We regret . . . . . . . . . . . . . . . . . . . . . . . . :. . . the cancellation of today's serviCe d u e to ill health. (q nnounce) 18
As the. plane flew over we· saw the workers .. . . . . . . . . . . . . . . . . . . . . , . . . . . the. new opera house. (build)
Five of these !;entences qmtain mi�takes. TIck · (tI) the correct �entences, then fincl ·and correct the . mist<;!kes. Example We agreed � o utside the .e::inema at n ine.
f;:tJ. ,�,
.....•
........
. . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1 9 The dispensing medical a i d is the main activity of the Red Cross. • , • .' � ! '' ! • • • • , • • • • • •
••••••
• • • •', • , • • .' • " , "
••
• • • •
.
• • • • • • , • • • • • • • •• • • • • • • •
20 Everyone i n. the Qffi c e w a s fed u p with Brian's .mQani n g.
2: 1 The new man�ger· is sllre to looking Into ways to cut costs. ; , .. . • ! : • ;.! ! : . , •• , . :,. • • •, • • • • •
• •• • • •
• • .
• • . • •.. , . ,. •
• • . •
. • . , .•
• • • • • • • • • • • •
22 H � got caught when the boss found making Personal phone calls.
2 3 The ai rline a lloweq us taking the wheelchair .. o n boa'r d. •• \ .. .... . . . . . . . . � " t •
, • • • • • •• •
• • • • • • • • • • '. '
.
) • • •
• • • • • • • • • • • • • •'• • • • • • , • •
24 W e were furious when:the judgecordered t o pay compensation. 25 Despite· budget constraints.. the B BC. contin\.,les to make i n n ovative programmes. ,•" �, '. ! ',1 • • • • • • •,'
• , '.' • • • • •
,• ) •••••••• ••••••• ,• •
• • • • • •• • •
••• ' ' • • • • • • • .
1 4 Dean's so sorry; he real y: did n ' t m e!ln . . ..... ..............,,, .... you. (hurt) .
l
1 5 You won't find any spare parts ; they.; stopped .. .... ...................... them ages ago. (make)
Dfagnostic test 1 1 keg �
p� 346
DiagnostIc. test 12 key � ,
,'
.
'.
p�e
346
2
" "; .
D i a g n o st i c te s t . .. .. Participle and Infinitive phrases Un�erlfne the correct alternative In ftolfes. '. Example , Nor to have/Not IlaVing a n Invitatio,f, I (!oul dn1t gl'lt into the party.
., He dldn't ownlNot owning a watcll, Peter Was ..•.. olten tate. 2 . Wiith ig In the 'Eyenlng Standard'. an artiCle/author co m pla i ned about th e lack of . disabled fa ci l i t ies D,:\ the Uhdergroll\'ld..
'j
. ..
3 · ObjectS bo.u!1ht/buyi'ng ' " Junk shops 'Clan often turn o ut to be q ul te valuable .
the m6011. 5 ' ' It's only me!' she said, openIng/she opened walk on
the door.
111 e lr long-term pia., Was the company/for (he compqny to expand I nto ASTa.
7 Hilary got to the station o nly finding/to find . . '. that the train had already left.
8.
1I
1 � Hi l ary left t he team when she had c9mpJe�ed
her project. Her project ............................. Hlja� left the.
team. ( 1 word)
I � My prq'lR:lest fJosse.�sTon rs this watc�. My gran d father left It to me. The wat'Ch' .......... _ . .. . . . . . . .. " .. ta me by my glPndfam�r , Is ITIY p rou.dest pOSStfssion.
tl ward)
I S The children alwayS. h ad plenty
because
.
� I word)
As he had ' already passed h[s meqic:al. Dean was , able to sta rt i m med ia tely, .... . . . . . . . . . . _ . . . . . . . . . his medical. Dean was able to start I mm.Efd la telYI (2 words)
. .
..
I 7 Their worst mistake was that �hey did n·ot '!pply soonel'.
Their worst mistake was . . ... 1 !3
.
Brian moved to Manchester so that �e could be closer to his ailing parents. Brian rnovec.j fo Manch ester . closer to. � is ailing parents. (2 words) .
9 They couldn't buy the h,ouse oWing to the fact ,. that the bank had refused their loan . application. Their loan application ............ ............ . .... . they weren't able to, buy t/1e ho u se '(3 words) .
10 He is n at rich so he won't be able to afford It.
Z2
.
.
Examples Sally's only regret was th at she hadl1't had an� c h il d ren , M m!<. '.." L_-',. .
. . . . . . . . . . . . . . ... ,. ...... . . . . rich, he won't afford It. (� word s)
�o do
ttJey I iled near the sports aentr.e. . . . .. . . . . . . . . . . . . . . . . . . . . . near the 'Sports �eotre. �he children always had plenty t o d0.
16
. . Complete ea.ch senten.ce using the number o� words Indicated In brackets. 50' that the , se. ntence means the same as"the onets) ' b'efore it.
.
John tell t�o ashamed to l;arr:y o'n �ec au se he ha,dn't kept �rs prd. ..... . . . . ....... ......... . . . . hIs w0rd, John felt tao ashamed to 'C<\rry 0'11 , (3 wol'd�)
.
Cenerally �o speaMspeaklrl,9. ou.r best business comes via eur website.
....... f:!!. k�............
If you 'servl"e it roegIJlarly,. �he engine
14
be , abre to
19
14
D i a g n o st i c test
.
.4 Neil Arm stro ng was the first man walkinglto
6
13
sqoner. 14 worc!sJ
.
.
.
.. . . .. . ,. . . . . .
..
. . ..
We often find that the la rge r sizes are the ITrst ones whlcn we· sell. We orten find the larger si'les are the first
. . . . . .:... .......... , ........ (2 words)
Dav i d bought a laptop' so that �e 'could access hl� e-mails when he was travetnng,
David bought a laptop . . . . . . . . . . . . . ... ............. his
e-malls when he was ttavelll�g. (Q words)
20 MY
h onest oplhlon
It. I really di d n ' t
enJ0Y
i$ that I rea l ly didn't enJQ}/
I� . . . . ..... , . ... . . ..
honest. (2 words)
Diagnostic test , oJ
Iu!fI
.
.
., . . . . . . .
.
Multi-WOrd vel::bs
, '-', Eight of the. following sent.ences;'conta i n grammatical mistakes o n,a " ·inappropriate. :verb or multi-word verb. 'llc k (V') the col'rect • sentences and correct the others .
Rewrite �hese sentences replacing the. I\nderUned words with the words in brackets. Make 'any necessary changes to Word order.
Sbe reoaitfothe debt punatually. bacWit). E'xa lnple
. .•
(o n
tlme{paldl
...f-lt.tf . �/IJ. "A¢ Qtf.,;tiJg.... .................... , . . . .
The Whole .story was fhyentedby Suzy's .!llilt!le!:. (by!flimlrnade/.wasfuRJ
,. . . . . . . . . ... . . . . . . . . . . . . . . . .. . .... . . . . . . . . . . . . . . . . . . . . . j
2 Malorar" theeoodwork, • •". • • • •
3
• • • . . . . . . . .. . . . . . . .
.
MaKe Sllre ygli carefUlly follow ttre guidelineS. '. ' . . [sf;rlctly/ta/sticik)
(; This tie doesn't match thatshlrt . . (It/wlth/go)
.
S We met IDViwjfe's cousin by-chanCie museum. (into/him/ran)
6 'J
· ' '' t f ·
.
. e• • • •' • • • •
··
..
· ·• • • • • • ,
... ..
at the
.......... · ·
. .. . . . . . . .
.
.
1' . . . • • • .
(s�andsfwhic;h1forfollr movement) .. . .. . . . ... fhe c;om pany WQn't tolerate this kind of ,_ • • • • • • • � • • • • i
..
.
. . . . . . . .. .
o • • • • • • • • • • • 0 • • • • ,_ . . . .. . .
behayjour. (with/ltlpu.t/up)
8 I revealed the secret to Elizabeth. (IUherlln/letlon)
.
.. .
�
10
over.
The very Jirst .br�akout of the di�ease was repoi1:ed in Namibia.·· . , : . :: . . . . ' . . . " . . . . . , . . SteJe was le� by his e·x-glrlfriend out from her wedding ir)vitation lisL .
11
.
.
.
.
.
.
.
.
.
.
.
12 It is
a condition. of receiving this Internet account that you do not give away your · C:()nfidentiar:PIN nutnb,erto any tllird party. . . .:... . .. . . . . . . . : . . . . : . ... , . . . . , .. . . . ..
..
1'Iiese (Ire the beliefs our moyemeot upholds: ••
9. That drviSion' �as taken by h aa office
•• • • • • •
(up/itlkeep)
.
.
"
.
� • • • ,..- • • • • • • • I • • • • • • • � • • • • • • • • • H • • • • • • • • • • • • • • • • •
.
.
Exarytples
They're a cOmpany Witt1 wh i ch we've been dealing for many years. . . , : . v.: . . . . . . : .. . . . . . . . . . . . . . . . . . . . Her MajestY tW�fl89 IlII at the ceremony iri· the . dazzling I f!1 perlal Staw Coa ch . ' . ., . . . . . . , tu:� ..:::: .• . . . . . . . . ..
.
.
1 3 Cch.ild you .activate the kettle, dading? I'm dying f?i: a ctip of tea . '
; ·14
He fe l l
.
doWrl .the floor and hllrt hirnself. : . . . ..... . ;", .; .
• • • • • • • • • • • • • •0 • •
• •: , . .
�
••
Come onl We're going to be late!
15
1 6 T�e plane took off the, ground afincredible speed . . . . . . . . .. . .. . . . .. . . : : . . . . . .. . ;'. " 1 7 Th e .govern me nt .
.
.
.
.
broughtrecently in some legislatloh to deal wlth .the problem: ...... : . ";:... . . ...... . ....;.�.. . ,; . : . . � '. . . . :. .
18
There are' feW peopl e for Whom he . cares dee ply" . .. . . . . . . . ... . . . . . . . . . . . . . : : : :: . . .
.1 9. 'They t00k '
'O. • • • • :• • •
. .
so
.
€live u p on his invitation.
;
:.
:�:••�.: • • • • , .
20 we l �okforw�rd eagerIX to your wedding. .
'.' • • •
• •• ••
i• • • •• •
: • • • • • .
. • • • ••• • . .
"
: • •
, . •;
'
• • . . . • • . •. . .
Diagnostic tecst ,� Hey � pqe 347
23
D i a g n osti c test 1 5
Dependent prep()sitions
15
Thirteen of these sentences cont;;jin mistakes, Tick (V) the correct. sentenceS, . then ·find.. and . correct the. mistakes; Exam�e
.
The primary purpose of the police i s to. protect people ,*,criminalsc ,.,.:ftIJHI<........., . . , . . . .. The superVi$or said. I sbouldn't hav� sho�ted . at the client so Lhad to apologise to: . . . . .' . 2 I neverreally know' whether I shbuld '.i nsist on sit at the tbp table ornot� . . , . . . . . . . , .: . . . . . . . 3 The waiter was .quite amazed at our eating everything so quickly. .......... ;. . . . .. : . . . . . . . 4 All my friends agree.to the government's new Policy on third world debt. . . . . : . .', . . ,' . ..... . .; ..' , .. . , . .. 5 Sylvia was astonished \'It that her. boyfriend had behaved so atrociously. .
.
.
.
..
..
.
.
.
.
9
nutrientS
Lack of caused seriC;>lIs damage to · growing. . ........ . . . . ............ . .
16 Wendts sarCastic comments made me
17 18 19 20
curious abo�t tier mo�lves. . . . .
.
..
.. . . .
..
..
" .. . . . .. .
. . . .
.
.
.
.
.
i o
.
.
ApPatently Oorina's:angry with her boss: e !ate shrft yet again.
given her th
n�
. . . - . . . . �� . . .,
stay on the shop floor, ... . YlHU� p.w.k....
.'
2
When I fiRish the cOllrse ne)Ct year·. I can '. speak perfect Frenc� • . : . . : ., . . :. : . . . . : : . : : : : . .. . . .
. . .. . . You'll have- to call a cab. , can ! t ,h av e bEle n ' �l)le to driVe slnae I broke my arm last J\lne. u • • • • • • •� • • • • • • • •• • • • " t ' � .
be operated by anyone, " , . . . . . .. . . . . . . . . � . " . . . .. . . .... . . .
.
J. The job IntervIew was
disaster; I answer naif the questjons1 '.' • • • • • • • 10 • • • • • • • • • • • • '\- • • • • • • .. . . "
iI
'
6 It's really annoying. Surel{you knew they
"
"
that
'1
1 1 The old persons' home will.provide Sa 11) for a room. 1 2 Don't worry, the guide's.going.to fully:.expla . in me all the details . ....... : ...... , . : . .. . . . 1 3 He succeeded in .winning th€dir�t.· round :t)ut . I ' m afraid he didn't have any success in .. . beating his second opponent.
dlqn't -accept traveller's cheques at hotel. You could warn q)e before I Jeft! � . . . .. . .. . . . . . .. t � ••••
••••••••
•••••
Tl1\!se . days she ls rarher �Iow . but as a child she could run lik.e the wind:,
a Whilt an excellent choice of resta.urant. I
nt
made the
reservation myself! ................. ;, ..; , . . . . . , .. . . . .
ca ' have chosen Iletter If I ' d
9 There can be
.
.
lIfe en Saturn. :. ' \.; •
1 0 My father could be ·<\ starin t he pity that he never really tried. 4 • • • • • �..-
11
1.4 The auditors initially issued a demand for full repayment put then changed their minds and simply . demanded for a token coritriblJtiOl1. DIagnostic test
IS
kell �
pap 347
• • • • • • 4• • • • • • • • • • • • • • • •
'
,..�..
.
...
.
15 Don't get toQ anxious; there may well be a simpi'e expl�nation lor it: : . '. '; . : : 1 6 Don�t �bthe( replylng as I may have changed add ress by the time you read this.
.
, . ,• • • • • •
�'.
'
t" ', ' - • • •
:•••
•••••
1 7 Steve couldn't steal it. I ' m sure he was at home all week. , .. . . .. .. . . . . . . . . . . .. . 1 8 Elizabeth can get better results if she paid more attentio.n to hElf homework. .
.'co.u ld only
••
.
14 1 heard your sales results were excellent. Mayyou . get a bonus this year?
able to
5 When sITe was riding in the woods la101: we�k. Helen fell off h er horse buUUCklly she could . �t tiack on and ride home: . .'
.
1 0 I blame my parents for my bad habits ..
24
1 � promoted last year but I preferred to
• • • • • ••
Can you tell us if the minister has stopped the by-pass from going .\'Ihead?
.
cOUldn't
3 This computer Is so s l m ple . ihat it i s
.
.
answe r any of the questions. . ........ � . . . . .. ,
.
.I'd prefer somewhere else; I'm npt too keen on TIla fo d , . .. .. . . . . . . ;; . ; . . . . . .. . ;,
Please make a n effort: The children are really depending on you their party costumes.
.
EJcalTlpfes We took an eXilfI'I yesterday and I
.
n d driving but I ' m reallY scared by
flyine, . . . . .... . . .... .... . . . .. , .
,' , , , '
.
'
...
We were absolutely wrious by their outrageous prices . . . . . . .. . . . .. . . . . . . . . . . Ldon·t m i
'
( 1 ): can, coU/.d. mag, might, be able. to 1 2 Jane'� late. She can be stuck in a t raffic jam: Flftt:en of th\r sentences below contain '" , . . '. . . '. .. . . . , .. . . mistakes with modal verbs. TIck (V) the. correct sentences, then nnd and correct ·the. mistakes. 1 3 Anew car! What can she be thinking of! Modal verbs
.
. 6 You know I'm really .n oUhat int�rested in if he's coming with us or not. ........ , . ... . , . . . . . . . . 7 David's quarrelled his wife over. selli �g the house. .. ..................... :. , 8
D i a gn ost i c . te. st 1 6. .
'.
19
.
...
.
.
..
.
..
I'll be able to rneet you after the lesson . . . . , , , , . , . . : . . .. . . . 20 ' j·m not sllre. about tomorrqw. night. I may. be . on Call. .. , . : . : : . : . . , .... . . . . .. . : : . . . 2 1 Excuse me, Am 1 able to use your phone? . .. � .' . . . . .
.
..
..
.
.
..
.
.
• • • • • • •
!•
• •
,'
••
\
••• , • • • • • • • • • • • • • • • .
22 Well. donit worry. You could always try again . tomorrow. . .... , . . . . . . . . . , , . . . . .. , 2 3 I co\.lld leave work early yesterday - my boss gav� · m e 8ermi�iO!l . . .......................... , . . . . . . 24 You might,get me some bIn I .i ners if it's not too much trouble; . ........................ , . . . . , . . . 25 People .01 ght not smQke on British Airways flights; Ifs ,fo�bidden .
..
.
.
.
..
.
..
.
.
.
. . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . .
.
1 98d�. irs a
Watch i ng TV soaps can I:!ecprne very adtlldlVe, . . . .......................... . . . . .
DiagnostiC test
'6
key �
page 348
2S
D L2i gn o s t i c test 1 7
Modal verbs (2): must, should, oug�t to, have to, need to
Underlin ethe·best.choice of word(s), In italics in each ofthese sentences. ,
Exi:\rl,ple , As they get. ol(jer, teenagefs snould/had better be treated ,more like adults'. , '
--
1 To mustlHaving to listen to hip-hop musk all everiing is mY idea of orturel
2
' Th� la'ridI rd oughl tglought have laken his respon sibilities more ser/ously.
6
3 This company;ls aWtu6Q work for. We rTlIlstlha V f no account for ellery minute of tne (jay:
4
Do you know if we rrlUstJhcive to have' visas . for the Caribbea n?
5 Tile nevyspaper should,,'t have/mustn't bave pi'inted the ' rumQuf without, cohcrete . evidE!nce..
6
I '5 Our advice Is 'that>even people as y,oung as trwenty"�ye $h.bUld/mlls� cOIJs1der a Rersonaf (.'leos/on.
1 6 You won't ha.'Ve to/had better not tell Shlrley wh�t you saW - I� Will orjlY· upset- her qhQ she'll· blame you_
1 7 The ,ground's soaking. outs de - It m ust ruin(ngJbe ruining quite Ileavlly,
18 19
LeWjs must pave/shoUld "ove been training very hard to develop musales like that!1
20 I walked Into the showr00m and saw' the carr and 1 knew I hadr(o havtYmqst ilav.e I1.QJtl ft.
.
liKe
1 3 If anyone rings in the next few
We had to h.uflY ,to get him to the hospital. . • . . . . . . • • . . . . . . . . ........ . . . ..... (be) �oo We late ol:\1erWise.
kr:tew.it
3
in the storeroom. a I'm in the storeroom now. , b I'm go1ng to the storerooin:
,
'I wonder where Qad is.' ' He . . . . . . . . . . . . . . . . . . . . . . . . . . . ._ . (drive) to the a irport, I sho-old think,' .
.
., D<;ld ..... ........ ...... , . . . . . ......... falwayS/help) us , QlI� flnanclal! wJlen ,we were at Ilnlversity, h"Owever d ifficult It was for him.
&
We needn 'tineedd:t to; have booKed the ' tic.kets' in ·; advan,ce;;,there Were plenty left.
The
pollc;e interrogated the terrorist for more tban fOtir hours, but she . . . ..... . . . . .. . . . . . . . . . . . . (not/reveal) the name$ of her co-conspirators. ..
;.
.
...
.
..
9 You lOOk tired . . . . ...... . . . . .... .. . . . . (l/make) SUPl'ler this evening? ,
.
.
.
.. ..
.
II
12
�
Diagnostic test
' 7 key • �
.
..
.
.
.
. . . . . . ....... .. .. .. . . . .. .. .. (you/be) so kind as to help m� a'cross tile road. young man? .
.
.
.
..
.
We . . . . . .... . .. . , ......... , ... (like) everyon e i n this ropm to feel comfortable wl�h tile proposal. ..
...
.
"
'
; 7 The ��detary s,h �11 mi n�te the proceedings of ea,c'h ,meeting;' a Tl1e secretal:Y is o�ring to do it� b The secretary i,S tnstr ted to do it: u5 1 8 ' It lo'oks as though the fuel crisis is over. ' 'I would'n't be too sute) 'a The second speaker agrees. b The second . speaker doesl).'t agree.
19
'It wouid I:)e so n ice to have .a little cottage i n the' country. .. .. • .. .' . . .. . a . The;·speaker doesn�t have; a cottage . . b · lhe spea.ker l1as a cottage.' . ' I would have liked to: me.et,the .professor '. ' . whlle. he was here. . .. ' . a The �peaKer m�t tlfe p r Ofessor. • ' . " . b The speaker dlan't mj;le't tne 'professor. . .
.
Tom If he doesn't get Into university?
.
1 6 It's a relief th�t Annie's changed tlass. She . would argue �ith everything I said: d I didn't mlnd .the ,ar&uments: b The ar.guments a(lnoyed m'e!
. ..
1 0 What .. . . .. . . . . _ . . . . .... . . . .... . (weldo) with
13 There wasnT anyone on t:he nightd� b;dOO� so . . we didn 't need to show/ne edn!t hiive shown' " . proof of our age. . .. . .. . 1 4 As we:re . getting a lodger, We'd betterlb lter to have some; more keys cut. .
.
1 5 I've tried it again and again but tile computer Nst .wonlt accept 'my disc. r don't understand . � a rm annoyed with the corrputer. b I am not c�ncerned abo.ut the computer.
'Ii to: 4 At this
.
minutes, Flr be .
a� the office. 'a 1-Ie Is at the offlte' now. b He's on hIs way to the office.
'01,- de'ar. Ttje lectuFe. st·arts at nine o·olock. I'm late!' 'Ooo't
.
.
1 4· Ralph isn't here rfgh now, I'm afrai
.
..
': , '" , ' :;
interpret�tion. (� " .
EXample It wQuld be so nice to live p)! the sea. .a The speaker lives by the sea. @ The- speaker doesn't live .by the sea.
.
I
1 2 With �u r new ' range of hai f Ilrl)duc t,s;. you mustn 't/don't have to spen(j hours:cariri'g tor . . your hair. . .
!6
the �ords In brackets.
.
This ;offer is hofopen to �Urre[lt employees. Pa rticipants mUst not hdve/need fIOt tiave been :.em ployed .by the company. In the last fou r yea rs.
'
Circle the corr-eot meaning or or b) for each sentence.
.
6, The PA . . . . . . ...... ... . . . . . .... . . . ... . (notll:!ooK) my �lgh . She says it sn't in her Job descriptio/l.
9 Polite notice: chlldren do n.ot 'have to/are no/' allowed to play on th� grass.
'
'
5 The doctor .... . . . .. ............ . . . . . . . . . . . . . . (act) as a wimess to your signature. She doesn't mind (oing that solt of thing.
tJBtn
11
,
Example � The flew (.'llay .en BroaQway, is really good, btlt I Sean Penn In It. Kevin Bacon doi'l't . ._ . . . . �kt<, ... . ... lbe) much better.
'
8 .We couldn 't golm 't have gotJ,e .Into the disco b¢cause :we were too young: ' .
1o
'
polm In the seaS0n, tne parents ........................... ........ (eat) their young ratl1-er than allow a predator to attack them.
7 �e have to/ate sLlpposed to p�t �ur .bags In the lacker's, �ut mosf people take them Into . the gym. . . ' '
� MIOQlill verbs (3): will, would, shall �'--:I�I1"pllete the sentences with will, 1/ won t IOA"' WIII�/U' wou/an 't or ,shaff and the correct form
If YQu ,bring 'Your receipt, th.ere shouldn 't/mustn 't be any ditfiGulty with a refund.
What a state shoes are inl n,ey . . neediniust repil irj ng, '
my
i agn osti c test 1 8
20
'
.
..
Diag/lostlc test
, B k� •
page
348
·
27
D i a g n o s tic A�xillari es,
te st
halie (g�t), do
Ten oftlJese sentences contain mistakes or · . ... . errors of style>Tick (.,I) the :correct �entences. the n . find .and correct. the mistakes. Note that some sentences may be correct in spoken English; not In written EngUsh . . Exa m ple
\>'v'e'vell't been able to access'the website since yesterday evenirig . . . . . . W.��L .
19
D i agn ost i c test 2 0
1 3 Members call haVe got two cards each. :' • ·.M , • �"
Red Spx have gotten themselves a striker this season . .............. ..... , . .. . .
1 4 I see the • • • • • • • • • ', ' • ,
• ·1 5
new
• • •• �
.
We uSed t o haVe got a house In t h e country before Jack lost hIs lob. •, .... . . . . .. . . . . .. . .
..
... .
have coinpleted your
. . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .
�
Underline the best these sellte.nces.
reorganisa tion plan?' ·Wh\lt. was the point? He wou l d n 't've known anything about it. '
form
.
.
In
Italics
In each of
Example Would you mind lf. l dldlmode a sliggestiOn .. about thls?
8 Will you have got \l good weekly income .from
9
your pension When you retire?
10
9 She's such a naughty child; she could re\llly do some strict discipline ! . . " . " . . . . , . . " . . . ... . . : .
.
the Prime Minister spoke/taiked at the internatlohal confer.enc e iil Genev�.
17 Sh e �s such a ch�tterbox, we were up h a if the
1 $ What do you think of that plan to rise/raise the 'Titan i c' from' the seabed?
.
1 9 I'm afraid a rather se (i �. Us problem has raisedIarisen . '
20 Taic rates a lways seem to be risinglraising these days:
had
dithering, You must c0rt/a up wi(h a . decisIon rlow. .......... ........... ::: . . . . : . . .
8 S top
7 'Why. did n �t you ask Graham about the
. 21 They tobbed/stofe my p urse in broad . daylightl 22 '. , regret to i nforln you that the bank will be unableto lendlborrow .the sum you h ave requested.
23 Graham and LUGY are coming h e re for the . ' weekertd and I think they are bringingltaking .the children with ' them,
24 Sorry l' m home so late, I tooklbrought the
·car tb, work·today and I got ·stuck ·in a traffic jam.
> 25 . Wol.l ld you mind15ringinglfetching the children from school next Tuesday?
S ue's /ladlcaken a real dfslike to. her new supervisor.
Itls high time the commlttee hadltook action over this fla�nt abuse.
I i Grace has gone/been on holiday in. Jamaica and she's come back with a lovely tan.
1 0 00 help yourself to a drink. . . . . . . , . : . . . . . . . . " . . . . . . .
Z8
.
. accent:
night speaking/talking !
1 Make sure yo u bl1JSf/ yot,Jr tel;!th before you ' . go to bed . .. . . .. . . .. . . .. . . . . . . ... , . . . .. . . . .. ,, ..
He's. watching t levisi n when She arrived at . . the'.flat. . . " " " . , : , , . . . . . . . . . . . . .
1 2 ' Exc!;lse me. Is there ", post office near here?' 'Sorry, I haven't a clue. I ' m a stranger here myself ' . . . . . " .. " : . " , , . . . . . . . . .
did; at his
6 She is undertaking research Into brand nam e ·' recogn itio n . .. .. .. . . . ... .. . . . . . . . . . . . . . . . . . .
:
' Miranda's overthe moon. She's always wanted to have got a sports car.'
A' shower was h a d by John before .. he c a m e to work . . . " . . " . . . . . . " . . . . . : . . "
..
16
.
5 We cany out toe staff appraIsals once every . S\)(' l'f\onths. .. . .. . .. . . .. . . . . . . . . .. . . . .. . . . ..
. . . . . . . . , . . . . . ,'. .. . . . . . . . . .
11
"
Sammy earns a lot more th a n I 'ige. ........ ...... , . .. . ... . . .. . . . .
homework
'The battery's flat. You didn 't turn the lights off, did you?' 'Yes;. I did tufn them off; I remember it distinctly:' .. , , , , , , , . , , . , , , . . , , , . , , .
�
.... �ih1...................
4 What an aWful outfit; you'd think sheseWII It herselfl . . .. . .. _ .. . . .." . . ,. . . . .. . . . . ..
5 They won't have i;myone smoking i n their . . hOuse. " " " " . " . . . • " . : " . ; . . .
6
dish es.
15 Anatoly speaksItalks Englisti with a strong
do.
Example ('lIke listening to the radio while woshlng the
3 You can go out after you
2 Kevi n's exhausted ; its been a hectic d ay:
4
Repl ace the expressions In Italics In these sente nces usIng a suitable form of roake or
2 That old curtaIn fabric nas become a marvellous ball gown, ..... ........... . . ... . . . . . . . . . : .
The builders Wefe certainly working hard� they were plastering the kitchen, were painting the staircaSe .and were tijing the. bathroom . . . . :.:: . . . . . . . " " " " , ' , "
3
Confusing verbs
'
.
1 2. I 'm a Hrtle faln�. Could I I/elfay down on the . sOia for a minute?
. .. . � ,
1 3 The men have just lalnllald a .. brand new ' carpet1n the bedroom. . , . ' 1 4 1 �as so tired yesterday that I layllied in .bed . .. . for most of the day.
Diagnostic test
IS
kell •
pap 348
�
.
.
Dj�gnostlc test 20 key �
pale 3�
29
ni qgnostiC test 2 1 AdJ�dlve� ', ' : ..'
" Fifteeri of these sentences . have mi Stc1 k�5. These ll1ay b� an Incorrect word. a spell/ng mistake or an error in word order. TIck (V') the five correct sentenc;es, then underline the mistaKeS In th'e'Qthers and write the
1 2 We will be supplY/rig
1�
corre·ctid.ris/
Exampl es
"
. .' . r m afraid lhe only seat available i s
i
o
.
.
.
ours�!lall Ritlii811al i s one of the best this
C���fi!t;1��������. , . " .. . .. ; .
,
.
"
.. : ...� . . . . . . ,.,� ....... : , ' ', : .: , ' , " London features ·numerous histories' sites . such as. Westminster Abbey, . . . :. . :. : , . , .. . . ' . . . : ,. . . . . . . :: . , .. . ... .. ... . : . . . , . ' : . . .. .. : :. .:'. . " . .
.
2 I ' m writing a report on the politiCal attitudes of the young's,
To aVQid. t�efl plea�e maJ
' 4 The r.eport Ina> tile rafl cra'Sh �s r the!
on the ea rly,
�, .��. �� �.�;�:��/:: : t(. . .,.... ;....ii. .............................. ,
iagn ostic test
warned.
..
.
. . . . . . . .. . . .. . . . ... . . . . . . . . . .. . . . . . .. . ... . . . . .. . . . . ,...
.
1� Interest in Latino rnusic is no longe� confined to speaking Spa"ish audien(les, . . . . . .... . .. .. . . . .
• • •• • • • •• • • • • • • • • • • •\0 • • • • • • • • • , • • • • • • • • • • • _
.
••
... .
11 We�ve inherited a dining mahogany. table from tny grea t aunt
..
.
.
1 8 They' re selling that Vi ctor ia n wonderful l1ouse
. on the comer. .: : 0 • • • !'.� 00, to
3 The health care needs· of the old ,are a, major. " ' problem for many weste i'n countdes:
.
• • •••
•••••
• •0
. . . .. . .. . . . ... . . . . . . . ... . . ..
.
.
.
...
.
.
20 Th e interview panel felt the applicant was weU-infOrmed and honest, cilpable. .. .. -tt .. . . . . . . . . ... . . .. ... . . . . . . . . . . . . . .. . . . �
5 A plant being . built is , ' , . outside the town
chemical.
.0
6
.
• • • • • • • • • • • • • •• • • • • • • • •
. . . . " '�."
'
' . . ;�:. . ;.; .. '. ,.:. � . . , ', ':. ..:. ', ; . . . . . . �'. :: ..:�':', ...
8 Please don't tell me n eg�tive anything, .
.
9 I 'm afniid that's the only a � swer pci �sible, , . . . . . . . . . . : , . . ' " . , . . . ........ , . . , . . . . . ': ' . ... '. : . .. . . . .. ... : : . : ,:: .. ,
'
.
;
1 0 Our: latest release is a film suitable for all
30
.
C'pme on, you've got [0 admit sh�'S much sllmer [ban youL . . . . . .·. ... . . . . . Sh\ts always saying she's better looking
l
.
4 We (elt tft'e male charilcter VIas realer than' tlie female, who seemed very artlfiOlal. ·
' 5 'Whic h do you preter, darling, the browTl or< the green?' 'Oh. the green
. . . . • • . . . • • • 01 . . .
', . , " ,
"
:
;
:: ',
'
1 The dlvor�e has ['(lade hini the most unhappy man in the street, don't' you think?
.
8 That special diet has worked miracles, He's much less fat than 'he used to be . . ::: ..: ,;. . . . . The, eldest piece In the- museum is this Egypti�n amulet from the Third DYI13SW,
1 4 Children
'
th�e days'see m to getruder . and '. '
ruder and rude'r. . . . ". : : : ) . ; . "
1' 5 l 'm' angrler trl�h.upset. . : , . " .; . ;:" . "
...
. Complete �' c;h s¢n�nce .so that i t means . .. exactly ,t h� sal1'\e as the prece ding · one. You .
�
must· lnclude the' wprd(s) in.
brackets;
.
', ," ,Example . " , , " " ' i predicted 't�e ;w,e"ther.;would be very hot a n d I
. . . �:�;�;h���.� ,�jk.M.�tM.:fff.�,.. '16 • � � � � f� ': .. :. . , , , ,,,, , , , , , T e YRerf)nf c odem i s mU h sterthan ali the oihers'· in . o.u r catalogue . (b y far) Of all the' modems ; " ; " . . " ; " , , , ; . , , ,
n
1 7 J�n a d Lucy are equally good at tennis. (no) ,
Jan i s .. "
" " " •.
: . " " " . . " . , , " , , . . . . . Lucy at tennis
18 Getting a made,to,measure suit was much
cheaperthan I expected. (not nearly) Ce'tting a made,t6�measUre suit . " " " " . " " . " . "
. .. . . .,' '., ft�" '����!!:"':" " i" '"
1 9 I couidri't operi ,the ,Iock b ecause it was "very
�
�
g
.
, : ''',. ; . , . , , : " . 0Ren the lock
20 � e t's; i� r� a�i� ly angry a s he beco � es more rwst'i'
.•..
...•......
of job In Seattle? .............. . .
Our new social security scheme Is lots more generous than the previous Government's:
1 2 Wind so r castle 15 the largest occupied castle ' of Britain. ........ . . . .....
;
' 3 Thlng$ are aOOl.lt as worse as they �an get.
Diagnostic test 2 '
key . pqe:
=----""-----�--�
; ,\ , ,
best: '
6 I'm most proudest of ttiis one. I won it .'. '. ' ag�lnst really stiff competition, . ............. :::
11 1
The i nvolved people will be caught and " severely punished,
'' . .
is definitel)' the
� :
:. " .
1 6 Hasn't'their eldest son Just landed som�, sort
.
ages, ', : .. " . . . . , . . . . . . . . . . . . ... . . .. . .. . . . . . . . . . :. . . . . . . .:, . . .. . . '. . . . . , . : . . . .:.
'
n L ........... . . . . .
3 :OUr cat Whiskers has been mueh more' llvely sinc;e' we added vitamin supplements to her d ' 1et. ........... �. . ..
9
7
1 1
Exa mp'f e WhIch of' these: thtee houses is the �!I!eft�oIe�t7 .. . . ,.lIMfF;�� ..... -
. . ' 0,
1 9 The players wi l l be wearing blue and red stfiped shirtS fpr today 's match.
4 We\e won firsLpri�e? What amazing! ' ,; ,
"""M,rill!!: the mistakes.
. . , . . .. . . . . . . � . . . .
. I S 1 ,a lways seem to [llay for the l os team ! O ' ! " , . -. .. . . .. . .. . . . . . .. . . . . . . .. . . . . . . ... . . . . . . . . � :.... • • • • • • • • • ••••• .
cif these sentences co ntai n mistakes. TIck correct sentences, t he'l,1 find and
2 2. .
Diagnostic
test f12 key �
pa ae 349
.3.1
Di a'g n osti c test 2 3
Cradable and ungradable, adjectives Five of these sentences cOIitain mistakes with the adVerbs and adjectives. Tick (v) the correct selltences and underline the rlli,stakes. Some Of; these neW laptops are h ideously' expensiVe; v :. < '. ;. As usual he bought me sometlJing abso l Utely cheap.
2
3
4
Iceland is colder than Sweden .
.
wer.i very Casualties duting tlJe Crimean eriormous. '' ; Steve s new girlfriend is very attra.ctive: .
w�; .
.
Clients are advised that Miami tendsto be more boiling than Ios Angeles during the w i n ter months.
6 Thank you. That really was a most deJici.ous meal!
7 I n many areas of Europe the wdlf is virtually . extinct.
8 My friend told me the film was dead :exCiting . .' 9 Last night's episode was really gripping. .
1 0 I can't sta n d . that actor; he's absollit� ly I,Igly:
12
Adve rbs a. b or c.
: 3 :Jiin hates speak i ng In public; he's ... . . . . . . . . s tly. c painfully b co m pl etely a 'absolutelY
The club's very empty for a Saturday night.
.
.
1-4 TIle Wl rn bt ecto n nnal was ............... exdting. c terribly b tJ �e rly a a bsol utel y
.· 1 5
.
5 Milan cathedral is slightly. huge:
1 1
Choose the mdst ' a pp roPri ate adverb to fill each gap.
"
Examples
1
D i agn ost i c te st 2�4
bracelet's bea u tifu l , tt looks . . . . . . . . . . . . . . .. expensive. 'a very b completel c absolutely
Your neW
J 6. 1 thinkTd betterJ i e dow!); I feel .............. .
b a IItt l.!! bit (! Virtually . 1 7 Yes, sir. You te : .. ....... ... correct. l ' I I �jVe y ou . .' '.' a refUnd. b very > C rath"er a qutte sIck. a practicaUy
Underline the correct form or phrase
I h a �n t seen that !'twch
Example. ,
Since the accid.ent Cilve has been . c o •• , . . . . . . . ' paralysed. e very b absolutely a totally .
;
..
.
19
After a month witti no �ai"; the grass is . . . . ...... , ... , dead . a slightly b a lit1?st c somewhat . "
.
.
.
. 20 I wasn 't expecting . much but, surprisingly, lhe . ' play Was .; . . . . . . . goOd. a nearl b a b solutel y c quite ..
. .
.
.
It's slightly free to get i n ; less than one Euro, in fact.
'
or th e m latel/ately.
I You ' re bound to l:!e promoted; the boss thInks very hjf/hlhighly of you
� The ' elepluint trek t<;lok Us deep/deeply I nto ,
' the rain forest
3 In' ou r school fifty rougbly/roughly fifty students h ave mobile p hones.
/. As we descended th'e hili the car began to go more
fasfirasrer.
5 I ve had a l ot of Insomni a rece nt l y I only '
.
hours.
.
6 Weekly I get paidll get paid weeklY, so I pay the req on Saturday. ..
Rewrite these sentences, putting the adverb in b�ackets in the correct position. Exa m pl e
She has g ot a
can
of Sir "I Here lies the tamb/The tomb here,jies . . .. . . Jasper Willoughby_
8 The train stri\te won't affect her, she ;arrives .
usually/usually arrIves by taxi.
9 Uz Isn't our most punctual member ofstaff, . she Is oftenloften is late for work.
1 0 I'm afraid that we sdff' don 't/don't stlll linow
p' la c e
):' , Xb&lcM.dr.fof#My.!JQt.JY.�.m. th& ;/wr.#id. !4 I tho� � ht hls performance. was .good; (pretty)
.
•• ¥ •• • • •
••• • •
•
,'• • • : '
in the Shortl st. (definitel ) !
•• rh e pat; e nt s body is ndw. entirely free of . sym ptoms. (almost) ....... . . .� . . . . . . . . . . . . . " :, '" - .. :.:. : ," :.:.�:; ..;' . . . . .
15
•
;•
•
••
•
•
••
�• •
•
�••••
•
• • ',' • • • •
•, • • •
•
, •
•
•
•
• •
• •
• • •
•
,
'
.
ays i take my health: m uc h more ,1:6' Thes se;ioti sly. ( robably) ' .. . .. . . . . . . . . , . . . • . . . . . . . ... . . . .. . . . . . . ... . . . . . . . . . . . . . . .
�d
. :,,'.
.
..
:. , . . . , ::.:.
p
.
. . 17 She's m y worst enemy and ..
.: : .
. , .. :.
slp.pt yesfer4aylYest,erday I only sfept four
'
18
'
In italics.
(reaHy) .. . .. .
.
.:
.. . .
.
.. ......... .. . .
.
:
. .:
I
don't l i ke her.
.
. . . . .. :.....
...
..
......
.
.
.
18 Rejected, Harriet turned to food for comfort. (emotionally) . . . .. . . .' . . . . . . . . .. . . . . . . ..... . . . . ' 19 I bumped ·into your brother at the supermarket. (incidentally) . ... . .
. . ;.
..
.
..
...
.
,
.
<
.
.:
........
.
..
..
.
....
.....
..
......
. . .
.
. 20 .I understood · everything because t h e teacher answered the question. (clearly) .'• • , • • •
:. � • : • • • • • • • • • • .: •
••••••
• • ••••
• •: • • • • • • • • • • : • •
• •
•
•
his name.
I 1 You'lI never get your money back because the cQmpany isn't trading ollll iongerlany langer (radlng,
1 2 My parents aren't very 'Sociable, in fact they 13
32
Diagnostic test
-, ' :
23 hey .
pqe
349
go put lJar.dly ever/hardly ever go out.
I ' m �orry that the kids badly behavedl
behaved badly while you were babysitting. .
Diagnostic test 24 keg . page. 349
33
D i a g n o st i c test Nouns and noun pltrases In each senten(le. either one or both of the corred. Tick (.,;) the sentences where poth fQnns are correct. UnderlTne the corree!: form In the others.
forms In ltaf/cs Is
EXample lyIumps Is/ore not too problemattc if contraete(i in childhOod. but can be dangerous in tater· life.
The cflalr/chairwoman has just phoned to sa� she's been d,elayer;l ln tr.affic 2 For really good electric p/anoslpianoes. ave a look in Marston's.
3
25 16 The
Coundl's team of sodal workers: Is/are to be commended far their ac�lons. 1 7 The United Nations (slore sending a sp"eclal el1voy to tile conflict zOIl'e 1 8 I'll take yo u to the statlon if you give Ole shautlo slloul �hell you' re- ready.
1 9 The. attach 10
on
�e M/flister ",'as/The AAople attacked the Mlnisler and it was unprovoked
and extremely "Ierous,
The first ouc"breaFlfbrea/fQul of the eplaemlc was In Zaire in the I gS0s.
Cllrn all'Cles are on� of the s�rangest or recent tlme� 'l Pa r l iame nt consists of 653 MP'sIMPs; about . two-thirds of Whom belong t-o th� Government. 5 f;or rhls <;llsh. you need to weigh lhe Ingredlen� Glrefully on �he kTtthen
11
Old you notire that greasy stain 6n a sTde of our sofa' .......................... 2 Dave's company lias been award ed a contract til repair aU the bUses' engines.
z
.
.
. . ...
..
..
... ......
Joe's, ... . . .. . . . . . . .. . villa we're borrowing belongs ta my slster's-il'!-Iaw's parents . ............ ............ . .
.. .
.
.
.
n. . . . . . . . . . . . . .
11
The Soclety's President" "ga l nst the wishes of the other founder members. has/have agreed to the sale
12
b
. .. .
...
.
.
E1llabeth's the youngest daughter of Mr Granger ....... ..... , . . . . .. . .. .
.
. ._
..
.
.
Jem saw 9 fantastic artlcle in Ene local paper of today . ..... .. . . . . . . . .
.
. .. .
Gall/eo was NASA's biggest project. . . .. . "' . ..,. .. .. . .. , . . I !; It·s in a great location. only five minutes' walk (tom the sU!1ermarkel.
and bu�er is/ore ea en witli meals by most people In the North of England. 1 3 'The Three Kings' was/were a great success for George Cloone�. 1 4 Have you �o�ght abo\lt dOi ng gymnilsUts? I thInk Ws/tlley 're very ,good for you.
15
1 5 Recent events prove the 'SayIng tllat twen\:), politIcs.
Diagnostic test
25 kell �
pap 350
.
.
.
..
.
How about all of us going back to the house of m� brother rG�' Some coffee?
17
Old you manage to get an appointment at the clactors.? . . . . .., _ . .. . ... . .... . 1 8 Oh, for the �ke or heaven. CCln·t you get a moye on1 ........................... 1 9- He's doing some research for, his dissertation on anttfropology's hl$)'y. ............ . . .... . . . . .
_.
,
iO
21
.
.
.
Tile celebrit!es acknowledged tl1e'crowd's cheers who lined the street.
..
Astronomel'!l predIct an �"pse of Ule sun on April the tblrteenth's momiR�. . . , . .. .. .. . .... . .. . . . . . 22 Inspector WaIterS achteved fame wIth bile famous serial killer's arrest.
..
..
. .. .
�3
. .
I adore Lennon's and Mc�rtney's musIc. especially the early stuff. . .................. ...... a ThiS rs Mano. 11C'S ' (l colleague of Professor Ctigson. . 9 I might be. able to get you an Intel"i1lewi the owner's a friend of me. .............. , 1 0 1$ tl1at the new car of HilarY?
7
1 2 Bread
34
�'A",,�IH)I.�fH(J.c, .Ml!t.j��)lr.t,. "
6 The
o(Jvice/on advice.
In
yet"'
5 These glov� look rawillar; 1 �liinK theY're
The Asthma Helpline will be able to give you
follr hours Is/are. a long time
.
Example Have you met the n�w girlfriend of my st,epson
people in tl1is street are very: prbud of theIr's manicured f[gnt lawns. . . . . .. . 4 Isn't st.le your'seCiretarY's brother's boss?
Thls checko,ul Is for customers with fe,werlless than five Items only. S He was hit on the head by sto(leJa stene and had to go to hospital. 9 The superma�ker IS ' doing a lot of different fru/�/frolts from t\'ie Far East at the moment. 1 0 111e m,IlSt exciting eVent for most Britlsll vlewel'!l in the Sydney Olympics was/were the rowing Hnals.
7
16
Efghteen of these sentences contaIn mistakes. correct sentences, then find the mistakes and (onect them 1tck [II') the
;3
phenomenons/phenomena
sea/elk/tellen scales.
6
26
D i a g n o s t i c te st
Commentators have b!!�n stunned by the scale of the scandal . ......................... . 24 Th'e processor is the compuoor's main component. wol,Jldn't Y9U agree? 25
.
thiS term the cI�ss will be t:'eading lhe short Stories' collep:fol) of Gratia'll Greene.
26 Everyone s been admiring, lTly expensi\le wIre's Ci:lr
27 tf there's
. . . . . . . . . . . . . . . . . . . . . . . . . . .,
One thing- I can't stand it's fussy children's clothes. .. . . . . . . . . . 28 There's a beautiful old house for sale ilt the local estate's agent's . .. ................. . ..... . . 2.9 If you want a really unique wedding dress. ,you need to lind a good 'maker of dresses. .
. .
,._ . . .
...
30 Great news - the college Is going to give me a on�ear sabbatical . . ....... . . . ............... .
please? ..................... ... .
Could ;YOll gi\(e me a dollar'S worth Qf those baflanas.
Dfagnostlc test
26 keg � page
350
35 '
test 2 7
D i a g n ost i c Pronouns
E xam pl e Someone he called in the middle of the .night- I . " '. don't know who it was. · mM ..••
f1k.�.{w.��P.j.�fUf}k/.:;
We always wash u p the dog's diShes ' . . separately. This 'cloth is for . our: dishes and that one is for its. . . . . ' . . . '.' . . '. ....
...
..
.
,
.
. . . . . .. . . .
,,
. .. .....
, .
,
. . ,. ,
..
. .
.
.
. , .. � .
. .
,
.
.
.
.
. . . . ,
.
..
..
.
..
. ... . ..
.
..
. .
.
.
.
.
.
,
.
.
.
..
.
, . . . . . . . . . . . . . . . . . . . '.�
.
. .
... .
.
..
.
.
.
.
.
. .
..
.
�.' . .
.
.
.
.
..
.
.
4 Those plastic cakes look good enough. to. eat them !
. . . . . . . . . . . . . . . :', . . . . , . . . . . . . . . . . ',': " ,', . . . ',' . : .,: . ; . . . . '.' . :;.: .. �:; . . . .
.
5 The ski instructor didn't actually ski aAY better than me. .
6
' Don't tell anyone e l se about the .surprise party. .lt's between you and . l I · .
7 Couid all of you people move a few metres to the left, please? 8 If you'd like a new tennis racket, . . l .can 'get . . . you a one very cheaply.
36
,
...•.... •
-.
. .
f
• •• • • • • • • • • • • • • • 1>
.
.
. .
..
� .
• ••• • 0
.. .
.
,
_
,'
.
.
.
. ..
.
I n the fOI,lowlng sentences, one, two or all three ofthe a nswers (a-<) may be correct. Tick (vI aU of the correct answers •
EXample 'Each Interviewee should arrive promptly for . . . ... . . . intervfew. a. his fI b hIs/her ", c their v
It'S . . .... who �ked for the- music to be turned down.. . . . ii them . . . b · tl1f!rn Qnes c they
_�
�
1 6 C O l11€ c
1 7 We l]ad to take Damon to the vet yesterday. . . . : .. . .. 's got ear mites again. a It b He c Hfmsel� a }'1)u
1 0. Some elderly people hilVe difficulty in . rem e mbering themselves what happened oriiy a few hours before. ' ; ; • . . • • • • • • • . . '. � H ' . . . • . • • • • . • . • . . • . .,. . • • •
••
J 8 I'd ,like to treat . . . . . . . . to a night at the opera
9 It's been an excellent course. J've � rij �yed very much.
.....••....••
' �••• •
.
15
.
.
'"
,
.
' ' •. . . . . . , ,
.
"
' • • � ' • • 'O ., • • • • • • '
It's not their .deckchair. It's our! Don't you recognise it? . . . . .... . . . . . :. : . . . . . . :. . ... 3 E-mails they have become a real n u isance. I receive about thirty a day now. . . . .. . . '. ' 2
Myself. 1',11'\ re ally 110t keeo on savoury and sweet ·ml\(ours.together. ,�: :" ... . . ... . ... ..... . . . . . . . 1 2 After John.had been in capt;jvity [or tI1ree years, �Ie and his wife had a 'lot to tell themsetves. . .... . ....... . . . . ( . . . . . . . . . . . . ... . . .. .. . . . . ... . ... . . ..... .. . . 1 3 They haven't cleaned the stairwells in our flats for ove r a month now. . ......... . . . . . . ......... . ..... . . . . . ..... . . . . . . : 1 4 ' The refugees have arrived and everybody se.em quite happy witt! the living arrangements. . . .. . . . : . . . . ..:; .. ... . . . . . .. . . ....., . . .... . .... . . . . . ... .. ... . . , '�"
•.•
,,
•
'• •0 ,
D i a g n o st i c t e s t
11
· Ten of these. sentences contain · m i stakes, TIck (v) the correct sentences, then find and. correct the mistakes.
.....r.Q
"
b yourselr
c
,
Complete each sentence with alan, the or art/de).
AU our towel!<
.•
-
28
(no
U nderline. the correct ,determiner or determiners i n each sentEmce no a rticle). In .some case s two may be correct. (�
Example . . NonelSomeJBoth neighbours rushed to the aid of the elderl y:Woman.
tgypt!an co.tton.
Ruthle�s �oachers hunt .. _ . 1, . elep�ant for the valuable Ivory of ts tusks
Next week I 'll be reviewing a stunniog new film . ........ film stars Michael Douglas(and Is dlrecteq by Curtis Hanson.
l 1 l t c osts .£ 1 O' alanl- hour to h i re the squash .
•
3 Yesterday eVening's Nature Scope about , .. ;: •.. Of . san's future. worried a la rge.' number . viewers.
4 Muhammad All was voted . . . . . . , ; greatest sports: personality of the twe nti.eth century.
S It �� aglTth10nly aCGepted today that. . . . . . . b(own bread is good for you.
.
.
.
6 Many research scientrsts are inspired by ........ hope of curing diseases .:�y genetic engineering.
7 Fewer people attimd ........ church regUlarly' .... noW than twenty years ago.
8 JJul\anne stUdied for sevfa(1 years to be�ome ........ criminal la\'O'er.
9 Like many people, I learnt to play ... ". . ,. piano Wilen I was 11 child, but gave It �p In my
teens.
1 0 We reeommen d: that ch(ldren. and teenagers are rho'c ulate.d against . . . , . . . . m.eninglris .
=
.
court. ,\ .' �1 2 There;'s althel- good wine. ' bar in the town 13
centre,:·isn:t there? . "
Am:�/:': M� j.ones came to see you this .
afternoon.
14 tilly pa�ents grew up i n the 1 950s. I n
theltheselthose days there was · far less freedom than t here' is now;
15
ThislThatlA woman· I'd never met before
came up to me in the bank and asked if she could:·borr.ow £lO.!
":lthisJthat told before.
1 6 It's freezing! I 've never known a winter
17 " sn\ �here �nyisOi17elthe �ay th at you can · · . ensure ·: d�nYe rY tbmorrow? <
1 8 Ell erylAlIlEqCh the children in t he school have to take up at least one sport. 1 9 We have asked our retail outlets to return qatlllbdtn.offsome the. new models for further Inspection •
20. MuchlA IQUA few depends on the final outcom e of the negotiations. .
myself
f9 Ihe hostile tribes went to war with .... . . . . a one another b each other .... c themselves
20 In cases like these, ........ can untferstan'd the motive behir)d the attack. a one. b you c we
Diagllostlc test 27 keg �
pap 350
Diagnostic test 28 ksy �
page 3 5 1
.
37
D i a g n o st i c test Prepositions
my oplnfon\ o\,lr neigbl;lours.�0uld' lot noisil:!� and more d1sr.uptlve than th�'y a�ualJy are. a rrQ.m b accorcdlng to c in tle
Example
Tile animal slil,ln round sudpenly a\l� �lssed
violently .. , me. a to b by c at v, . . .. .
We used to. be able :to heal' the sol'llc. boom ttle house. of(Zoncarde as It flew a above b ever (; on tap ,of •, .
••.
2 Is the ran�of sergeant . the �nk of corpQral in the Brli:lsl1 arrrw:? ....
,u nderneath
b behind,
c bl'iow
3 The Grand B,azaar Istanbul lS'1 he lar;ge'st covered market in the world. a at c by b in •...•
4 The Council is bulfdl0g a new office ......... the car"p
a at
b behind
c
,
after
5 The zookeeper Was amazing - ,he <1111mly w;!llked the lIor and tiJok,'t/"le bag out of' lts molith . a near b up to c' towards ••. . .
6
Your apP9Intm�nt ' with tlle eonsulcallt Is at 6,30 the evenihg"of the 1 1 tho ,a in .b at c 01'1 . . .. .
7
The new soap o�eta on BBC2
tomoHOW. a at b -
Is starting
•• , .
8 The, walking tour wili i:)e teavlng prol)1pw' tirne In order to cover the itinerary. b in c at a, on
..••.
9 louis was unable to name one pen;on ..... al)
his acquaintances that he could truly cal! a friend. a betWeerl b uQder c alTlong
1 0 The hotel's bedding Is made only
.•...
the
a
..•..
12 !}espJte
. nQ rain for' weeks. the :garden appears to be rourlSl1li'1�. � t1ave b that '>:Ie ha�e haC\; ....
.ft.
.•- . �
.
.. . . .
." ,
. .- . . . . .
. , . . . ...
13 We had �g p'at.lIpN�it'h �er roopnlq g for the
whole roumey up to Glasgo.w.l .............. ........
, " Harriet aClvanced to her 80sition in the
comp<;I(ly'by means some'strategl1
frliendshrps
. ...
.
. . . . . . . .. _ . . ..... ... . . . .. . . .
. .. . . . . . .
1 5 The pest office is behind lust the petrol .
statr-oQ. Yo.u t�n't mls;; It, .,
.. . .
...
....
.
.. . .
. - ..
and ask him the way? . ,
..,.....
.
.
. .. .. . . . . .. ..
.
,
.
..
... .
1 6 Why don't 1Pu go towards tfiat p'Qlce offf�er .. .
..,
.
. . . �. . . . .
J 7 The d!vorce became mlJch IT\O&� expensive and rp"essl�r b€cbl./se Qf that s.olfCttors become involVed, . . . . . . . . . , . . . . . . . . . . . .•. , , ... . .. . .
1 8 From what i!he!/ sqfd on tile Wf!other fore"
.
..
... . . .
..
.
.
.
,
.
0'.
19 Apart from ro dism�ntJe, trye ''!Jlltfng. tne band teok only I'Iftee.n rpm\,lfes to pack up. . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .
. . . . . . . I • • • • • • • • • • • • • • � • • .,. � _
. . . � ..... .
..
. .. . . . ..
.
.. .. .. . .
26 I've'been offered the jOb In HeISln�t"orthat/ "ORpli�4 :.� .................; :I .
•. . ......•....
... ...
.
.
'
eaeh sentencil ti'eJoW, you are £lye", three
" .IJI"'''''U''' ways of completing 'it: Only two are TIC;k l{v1 ,t he correct ,on�s.
Example AI�bOugh �he',gitl was Clear.IY In her tee'll'. 'SIre a ppeared ... a til'!! child's moth er b �o liI;e tlie :�l(�'� mother. v c rond efthe dM!. t/
....... .....•....
During an interview the MinIster tald a the.. patforr tliat ,sne would be liesjgning. b {a ilie natTon tllat fllle woulH O'e r.�-s gnlng. c the inter,vie.wer a lie abeut ills resignation. •..
Example The house was undamaged in the noods. eJccept tl1e �al"P.ets � r. . . . .
.•
2 passe'lgerrs- �tl{"''bJed and lugga�� ,flew fro,m �/)e'. racks as the dr,i er su��en'y . . .
a stoppe�. 'b' stopped 'the trilln. c stopped �o t�,e traih. 3 The , 'tow -tllrrlQU of townSpeople !It the meeting, made the new wuncillor '" b angr¥. � CQ get angry. 'ci1al(rnan of the conlmittee.
.4 Surel,y you don't always want to· remain
a
c
.a ,shOp
worker?
10 �rs shijd6\:V:?
'
'0'
I�e,appe,ared ... a tlie natu ral 'SIJGI:e�sor, to WestwOG,d .
b ta be fhe natural SUCGessor to Westwood. c' refreshinglY new and different.
6 AS p�1It of .th¢lr launch. t�,e neW travel
company offered . . . a thelr Irst customer'a :free' nolIday. b a free hplidaY tQ thei'r first: customer. c to their first customer a free holiday.
7 The gIrl's I'asslon for ;the man made her . .
b illY lather overcome.cancer·
55:1
t, my father to overcome cancer,
, ........w:edlPJ4jl¢. P/a.fW,��I�hAU$j.., .. . "
9 1o the play. \theJ,P rintesSfDuk�/reajly/thel loves), but unfortunately his' love isn't re!;lprocateCl , . .
. . • . . . . . . . . . . ,, . . . . .
.
.
..,
,
..
J Q [q,u'otelyou/c:ouldYprovldeiafformalj? I f you put .. . " .
.
it in wriUng, we'lI accept it, . . . . . .
,
"
"" ..
. , ., . , . . .
,
.
.
.
.." .
.
.
.
.
..
I I rsecretlkePtiDUfl�anftolher/Katharinel marrrag�aJ (or severai months before she dared .to tell her parents . . .
.
. .. , . . , . .
. . . . . . . . . . ..
.
.
.
. .
...
,
1 2 [Bettrna(Yachtlname'd/Johnlthe) after .hi.s Wife. who had recently passed awaY.
'0Ia5s1(1) . : 1 4 Tbe Mlllers -are lust legving,. (will/showl .
5 Wl:len, Jean-Paul Gaultier. arrived on t\1e �ic:ene,
�rgn the (!onfession. b to' sign the confession. C' blind to his fa,ults.
,Ex
\amountlcompallyfoflthelbroughtlcertainl
b tQ be a. sll9P worker?
The words In brackets-are ih the wrong. order. Rewrite, them in tile correct order.
1 3 Tile arrival of the Sha�espearean actor . . . .... . . .. .
..
. . .0< . . . . . ... ... . . , '
. . . . . . ., . . . . . . .
.,
;
.
rpotoPQay/ttieplltl'(efyouYwaytto/the]7' You go past the slip road, aon't you?
1 5 The ohil(lre'n at the party wer.e delighted
when (mbb r/harJfromlaithefmagiclal1/pulledl his) . ............................. ; , . -. . .
.
.
.
I 6 The warden told [thatlwantlsee/visitorsl prisoner/theldl(jn·tlth�m/tf1e/tol. ,. ,
,. . . .. "
, .
.
..
.
.
"
"
1 7. (l11achfneJmelusershow/can/you/how/to/thisj?
I'm useless with anything mechanical.
.
8 The neyer·.en�lng c<�r� and devotlo" of tlje nurses In the hospital helped ... a tp overcome canter Il' Y fattler. Dlognostlc teSt 29 IIell • pap
30
.
SiX of th�e S;en!ei'lcr� contain mistakes With pr�pos;1tlon5' ln ;�f!IfCS . "tick (v) the �prre� sentenlles, then trnd and Ilorrect the'mistakes .
.....
c on
finest cottons and linens. a of C Witli
i a g n o st i c test
1 1 Well •
TIck (v) the correct answ'er.
a
29
18 we have to take on the third applicant; (enaugh/shelwell-qualified/had/experience! ,and/Was/she]. . . , ; . . , .. . ' "
•. , ' ,
... , . . . .
.
. "
"
"
... ..
. , ..
. "
. .
1 9 ,he ,new desIgn' o f the magazine [brighter/is! theJonefpreviouslmuch/thanj,
20 The plllY was .a total dlsaster!jleftlfirst acr.rJwelas SJ)on as/over/tllelwasj. Diagnostfc·t./lst 3Q he]} •
page 3 5 1
39
D i agn osti c
test
Relative clauses
U n derline the correct :altematlve in Example
{tallcs: ,
!>xample
l
' fhatlwhiCh Captain CareJli's Md,ido/in" t�pp� , the best-sell.er Hsts for weeks oil end ; , was ' , ," ' never formally putiii cised'
dh
3 The Council provides bins ih t!1(it;�hi waste paper can be deposited for recycling. > " '
4 Ail cows over 30 months who/�hlclimay have been exposed to BSE Will be destroyed:
5 Address the reference 'to who/whom it may' "
7 'There's a lucky person .in this hall who/whose ' " lottery ticket ticis iust won them £2,000!'
h/�h jWhdt .
W
I I The Jackets which this shop makes tnem a re . of excellent quality: ;. . . . ... . . .. . . . . . . . .. . . . . . . . . . . .
1 2 Jaok has prepared hts favouri�e djsh from Della Smlth's recipe book. wh kh he- Is aboll to eat . . . .... ...... ... ..... . ..... ........... ..... . ... ........... . 1·3 Can you �et rt,le one of those c.hqcolate bars ••.•.•
i)Cive {lQt toffee In the middle? ·� · · · · · · · , · H . . . .. . . . . .. . . .. . . .. . . . . . . . . . . .... . . n
1 .4 .The charity even fill�ed o\ler £ I ,OOO" 10r S� •••
••••••••••
y
ou '
9 Th e, film is set i n , the period where/when the " divide between ,rich and poor was much , greater than it is now.
I 0 You can put the photo whichever/wherever ' ' you think it looks best.
••••••••
Andre�y:s Hospice Which opened last year. • 0_' • • • • • • • • ' ,' • • • 0 00- 0 . . .. � � • • • ,0 u . .Jo , ,.� ' , .
.
1 5 l ' d al I;Vays wa nted to. ta ke Graham to the oIty where' l grew up In. . . . . . . .. . _ . . . . . . . . . .. . . . . . . . . . .. .. . . .
6 The town hall clock played a d ifferent tune at twelve every day, which/what amused th e, locals and attracted tourists.
8 'Why d o n 't you te l l, the pOlite told m e yesterdayT
Contrast
0rder'S rO� �'\l"ie have reGeived � p YJ11 ent Will be proc;essed ImmedIately. .. . . . • � .............. .
' It's usually childrenfrom dep r ved , ",', background s thilt/which ,,cause the wbrst " " ' oblems. Pr
concern ' , as it's veryformal.
D i ag n osti c : test ·3 2,
Each sentence below contains a mistake. FInd the mistakes and correct them.
Do you know anyone whichlwho can repair ' c igarette burns , on" ciothes?
2
31
•••••
••••
••••••••••
• • • • • • • • • •.,
.
1 6 Have you Invited the residents who livIng here' o n a' temporary basis to , · · · · � �\:� ··,,·
17 He
presented
the meetrng? . . ...
• • • • • • • • • • • • • • • • • • • • • , • • • • '"-4 • • • U
..... , ..
. .. . .
. .. . . .
the visiting a m bassa dor ' with .a ,genuine Mlng vase, that was worth oVer
$ 1 0,000. .... " . . . . ... . . . . . .. . . . ,.. .. . ... . ... . .. . . .. . . . . . . . . ' 1 8 The banI!. rdbl!!ery what I told you :about is In the local newspa-per. . . .. . . ..... . . . . . . . . . . . . . . . ... . . . . . .
.
.
19 Hith' ta)(a ti on, ,i.S oft�n the main reas!)n wlliell governments fall. . . . .. . . . . .. . . _ . . . . . . . . . . . . . . . . . . . . . . . . . .
.
.
20 ,' rhe new buyer identified a dozen new sgurtes fo rthe materIal. m ost of them proved to be relrable, . . .. . . . . . . . . . . . . .. . .. . . . . . . . . . . . .
Fourteen of these sentences contain a mistake; nck C.... ) the correct sentences, then c o uect the mlstakeS'·. (Some of th� mistakes are ill word order and level of fonnallty.)
ElCamp l � We d il:! n 't have a lot of sue<:ess with th e- gafg en . despi� we workeq bard -on ft.
... w.rl.�'t�"".I#.¢(�.__ � ...... .
. .IN. . di.!JmiJt/;llHfJk w.erJ!lR� IUvIk.�/1rf#r.. . I'm Gemini even though my mother Is C8prtcorn . . . . ...... . ... . ,'; '. ., ':;' . . , . . . . . . , . ',;,' ;" "
.
.
.
.
�
.
2 My partner enjoys- adve ntu �e holidays, whereas' I preter to laze. on a beach . ' • • • • • • • •.� • • •.•.• •.• • • .• a . . . .. . ... . . . . . . . .. \• •_ � • .
.
,
3 But tll eY 'd traVelled round the wotJd, they hpd UWe eJ5perience of their own country. . . . . . . . . . . . .... . . . ; . . . ... . . ...... . . .. . . . . . ... . . . . . ., . . . • •• • • • •
•••••••
..- • • •
.
• • ••
4 Atthough the watch looked just like a Rolex, it' had cost only $50 in, a lJl � rk et in Hong Kong. ....... , ... . . . , . .. . . .,; . . . . . . . . . . . , : . . , . . . . . , . . . . . . ' 5 The" giri waneleased from � l:iSQn; she had .
.
. ..
.
.
.
. .
. . . .
..
s.er:ved altnough only a fractioll of her . . .. . . . . : . . . ' ; . . . .. . .: . . . . . . .
sentenee . . ......... . . . . . ....... : .
6 Even although there Was a Force 9 gal J�, the snip remai ned sta ble . . . . . �,' . ....... . . ........................... � . . . �':... . . . . .... . .. . . . . . .
7 VJsitors to tropical reso rts .< st ill; stay out in the !i�n toe lo ng, even , they have. had plenty of warning about the dangers of �he, suh's rays, . .. . . . . . . . . . . . . . . . . . . . -, . . . . . . . , . .� . . . . . . . . . . . . . . . . . . . . . .. . . . . .. : : . . .
.
.
8 These e
.. . . ..
. .
. .
xc l usive villas are only a,.five"mlnute walk ITom the busy centre.Qf th.� res.ort. They . are a haven of peace and , hqnqullllty' yet:
..
. . . . . .. . . .. ..:. � .. .
. '
.
;
. . . ... . . . . . .
� Her face. a l th ough deathly pale, was as stern . . . . . . . . . . . . . ..... . . . � . .
10
as ever• . . , .. . .. . . . . ... . . . . . . . .... . .. . . . . . . . � ' -:.: :-' . .., . �. . . ',' '.
Diagnostic test 3 1 keg .. pqe 35 1
. . .
.
.
.
. . . . . .
.
.
. .
. . .
. . . . . . . .
. . .
. .
.
....
.
.
.
12 Despite . she was a woman, Marie Curie made a 'successful cilreer for herself i n a male domioateq' world . .. .. . . . ; . . .. . . . . ., . . . . . . . . . . . . . . . .. . .
.
.
. .
.
.
.
. .
.
. . .
. . . . . .
.
. .
.1 3. Despite havjng to do it in the dark, we managed ,,to pitch the tent without problems, . . ,' . . . . : .�. . . . . . . . . .'. . ::: '.' . '.' . . . . . . . . . : . . . . . . . . . . . .
.
. . . .
.
. . .
1 4 Although the· fact that the machine was under guarantee. the company refused to replace it. .. , . , .'. . . . . . .. .... ..... .. . ... . . . . . .. . . ': . ; , . . . . . .: . . .
. . .
. .
.
.
. .
.
.
. .
.
. .
.
.
15 We. had a really hOrrible flight back - it was
terrifying, The plane was all over the place and people were throwing up everywhere and screaming. Nonetheless, we got back safely.
..
..
.,.
. ..
Id,�1 the house may appear at tirst sight. be . . .
.. . . . . . . . . .. ... . . . . . .. . . . H. �.� ,.:, . ... . . . . ./ . . . .. . ..� . 0"
.
1 6 However a dog may be a good companion for the elderly, the need to take it for walks may be a disadvantage.
J 7 Australian wines have long. i mpressed European, wine lovers. Austraiian , by contra�t, · champagne is il re!.ative newcomer. .... . . . . . . . . . " .: ; ... : � .. ' .' ; . . '. '. ' :. :'. . . . . . ; ..'. . ' 18
Most .
.
.
.
. .
.
. . .
.
. . .
.
people appreciate t h e damage being done to the environment by cars. They won't stop uSiAgtheir .own vehicles, .however. . ;.
J 9 The new designs are not as i n n ovative as. the competition. They will certaiilly be popular as they a r� reajistically priced, still. . . . . . : . : . . . . . . . . . . . . � . . . . . . � '. . .. . . . . . . . . . . . . . . . . .
. . . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . • . . . . . . . . . . . . . . . . . . . . . .
20 The plumbe ; charged $ 1 00 for .an hour's .
.
.
work.' He did a good job, mind you . . :. . . . . . . : . . . : . " � ' . . . . :'. . . '. . . . . . � . . . . : . . .
.
.
.
. . . . .
. . .
. .
..
. ... . .
...
..
...
.
..
sore to have a full strucl.ur,a i survey. •••
40
, : . . . . . '. ' ... . • . , ;. . .
,
In spite, o(he hild a full course o f driving lessons, he failedthe test fourtimes. . ... . . . .. . . ':" ,. . . . . . . . .� . . . . .
. . . . . . . . . . . ..
..
.
.
.
],1
u
, ••••• '' •• .
Diagnostlt tes� 32 /ley . pa ge 352
41
D iagr1 0 st i c
te st
Introductory there and it .
Complete the sentences with it, or there .(and a suitable. form oi 'be :if ,necessary) .
.
Examples . . . .. In the. state of Texas alone ; tiMr.Il< M:Il< thought to be more than thirty prisoners oh death row, She found i:t. strange that he neiler talked about his child hood : ,,
"",
,
",,,,,,,,,,
Once upon a time " ' : , , : , : , , " " " ' " an old woman (-vho lived i n a shoe,
2 During tomorrow's show. " " ". " . . . " . . . . . .. . an interval of fifteen m inutes:
3 Luckily, . . . . . . " " " " . , , . . . not any difficulty
.
18
we,.\'V�uld apPF�c.i<1�e . .. :;...... : : :i.,/:.Af you wouldn't say. anyt . hi ng about . this to.itjle children, .
bnlpn.�IC structures and Inversion tl1..e -sentences more emphatic'by " '?
.
19 Helio, .... . .... .. . .......... A2co Market Resear<':h here ; ' ) \.von'der If yo u ' d have a few mlhUtes to . . take part' fn our tel'ephone poll ? .
.
. . ._ .
.
.. ::', , ; :..
. . . . . . . . " . . . �" .. a long. way to the b�ach from here.
. ..
2
4
......"............
seems to be wrong . . . something with my mode m .
15
42
'
. . . -': . '":'": :. ;'., :: :: � ... . . '.". •• ...,'. .. • ;• • • .'• • � ,.. He's approacl1irlirthe prqblem froril an' eAtir.ely new angle. (What) :,� •• : : ' ; :,�•• : ••• ' .' . .. ... . .. . . . . J . .....u . . . . . .. � . . . O" . . ... � . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .. . . . .. . . . . . . . . . . ; . . • , . : : ... . . . . . . . . . . . ..... . � . - . . .. , ... . . . . . . . . . : . ..� . ;". . : : . . . '�'::�" ' -. . . .. . .... . . . • . . .. .. . . .... . .. . .. . . .. . .. ",. ... < � ':
. . . ..
••
.
.
.
'
• •••
.
. . . �• • • • • • • • • ' 0 ' . .
. . . . . . ..
e.
. �
'
, I , ', .
• • .
l'oV6�t) '
...
<," .
• •
<
••
..
.
•
• • • • • •
••
• • •• •
·
.
.
•
••..
.
7 The guy who told . me about 'the neW club . was Zelek. (Za�k) �'. ;�.: ,;> . ::. ;.� . . . . . . (: ::.' ;: . . ... . . . . . . . . .. . . . . . . . . . . . . . . . .," '," . . ", . . . . "� . . . . . . . . . ; . . . . . ... . .. .. . •
.
: . :..
.
...
..
�•.
.•
.
�.
,
.
.
. . .,
• •�
.
9
: • • • j':
.
•.• .
. . . . . . . . . . . . . � ••• • .
'
.
.
8 We have to leave oUrb ags � nd
. . . •. • . . _ . . • . • • - • .
..
,
'
.
''
• . ;.' ! . .
.
.
.
.
..
.
.
.
.
.
.
.
.
.
.
.
.
(Stuck)
. · '
.15
· Altho Llgh� they were d efeated they managed ,to keep smil i ng. ( Defeated) . .. . . . . . . . . . . . . . . . . . •• • • • • • • • " ',' :' . . . . . . . .... . . : :: . . . . . . . ., . . . . . : . . . . . . . . ; .. . . . . . ' . . . . . . . . . . . . . . . . . . •• ,
16
.
.
• •', • • • • • • �,'
,
.
• • • • '• • • • >"
•
.
,
.
.
.
• .; , •• '
�
.
.
..
.
..
Agnarl e d old ciak tree· stands beside the river bank. (Beside) · • '. ' '. . . .. . , . . . ,. ' . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. •• •
'" � • • >
..
,"•>
.
• • • '.' • • • •
,
.. 1 7. The midnight movie is. after this. (Next) . : . . . . . . . . . . . . . . . . . . . . . ... ... . ..' , . . . , ., ' . ... . . .' ... . . . . . . . : . . . . . . . . . . . . . . . . . .:: � . . " . ',' , . . . . . . . . . . . . . . ' . . . . . . . . . . '. ' . ... . ',' . . ". . . . . . . . . . . . . . . . . . . . . . .
18 The goilernment has: hardly ever s uffered . . . such a n.. p'verwhelmio g ctefeat. (Seldom) . . . . . . ... . , . . . . . . . . . . . . . . . ... . . . . . . . ,. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1 9 As soon as we arrived they announced that . the show was canCeUed. (No sooner)
• • • •. • •
They told me the sameJh i ng:.(That's) . ·· ' ' :: . .'. . . . . , . . . . ... . .... .......... ,. :. :....;.: . . : . . :�'. .��';;; .:.::. :: . . . ;'.�. . ; '.' . ' ' , . ' . ; ,.�': .....:: : . ..: . . .. . t • • • • • • , .. . . . , . . . . . . . . . . ; : , ; ;; .. �:. � � . . . . . . . .. . .<,� ',.,.i .
1 0· He's ,very unlucky In loVe!.!Lucky} . ' '' , ';'. ;":: : . . . . .' ' ' . . . . . . .. . . . .. ' . ' ,; . ::" . : . . ,.,: . � . .. . . . � . ,.. . � ; . . . .. . " ..:. '. . ; ; . :: • : ...:;�,.: • • •.• • • • ! . '. ' .':.:.:• •.• • • ," .. . . . . . . . . . .. . . . ;:: •.�. ::: ••
'
� .'. . . . • . . •
.' ... . " �,;•
••
. �.
.
.
.
.
1 4 , A parking . ticket was stuck to my windscreen .
.' :
:
.
.
.
.
••••
'
.
' .
.
.
•
Thl}y've don e somethtng u. nfOrgiYatil�. . :• • �;.; . . . . . . . . . . . ' ;' : ; ; .. . . . '.: . : '..... :.• ... . ... ; ..
.
.
.
'
••••
••••
.
' .. buildirig because th e h eat was so i ntense . (S6.) , ' , ;: . . . . . . . . . . : . . . .. ; . ' . . . . . . .. . . . . . . ; . . . . . . . . . . . . . . . . . . . . . . . . . . . . . : . . . . . . .'. '.' . . . '. . . .' ... .' . . .'.; . . . . .. . . . . . . . . . . . . . . . . . . . . . . . .
.
• • • • • • • ••• • • • • • • •
.
.
.
.
"
6 i\ 'Se(ol)d chance is the only ttiirtg" want. (All) . r� .:: •..• ':. :: . '." ;'; �' ." .,. • ; '.�:"": .-; ? . . . . . • . . . . . . . . . . . . ;'.< ..: . . . • • �
"
1 6 Frankly, . . . . . . " . . . . " " , , .. not surprising that they were expelled.
.
.
" " . . . . . . . . . . . . " supposed to be several ticket machines outside the station.
I leave , , , . . . . ,, . . . . , , " , , . to your conscience to decide whether to report the matter.
...�.
Creg fost the office keyS. (It) '
.
.
'
1 3 The firefighters were u nable to enter the .
.: .. .. �. � ;" " . . . . , "
bro ��n 5 I came by bus because my'C�r: ; < ;.' ,has .; ' .. " down. (The reason) • •.: • • • _'; . . . . . . . .. . \ . 0 . .. . . . . . . . . . . . . . . , . .. . . . • . . . ... . . . . , <�'-;. .�� . . . ., i ;'. � .". ;' , . .. . . . . . . . J. . . . . .�.......... . . . . . . . ,' . ;
1 0 . . . . . . . , , " , . . . . . . . looks as though our team's going to win, after all;
1 4 If the reorganisation goes ahead " " " . . . . . . . . " . . . . s u re to be a lot of opposition from the sales force.
.
• • • • • • •••••••••J••• • •
9 The army doesn't anticipate . . . . . . " . . . . . " . . . . . much opposition from the rebel forces.
1 3 From the swirling mist . . . . . . . . . . . . . . . . . ". emerged a mysterious cloaked figure.
.
..
8 . . . . "" . . . . . . . . . . . . hardly any fuel left in the car.
1 2 Given the right monetary conditions, " . . . . . . . . . . . . . . . . theoretically possible to . achieve zero inflation.
. . .. . . . . .. . . . . . . . . _ ..... . .. , .. �;;..� . .... . :, .-.
. . . . . .... ... . . '�," . . . . . . . . . . , . . . . . . . . . . .. . . . . . . . . . . . . . . ....
•
7 Strange we'ather for June; .. . . . . . . . . . . . . . . , .. . freezing today!
1 1
. .. . ... . .. . . . .
.......
•••
5 ' 'Which ' street is it?' ' . . . . . , . . . . . . . . . . : . . . the first
6
1 2 The Lord Chancellor was also at the , ceremony (Also) , . . , . . . .' . . . . . . . . , . . . . . . . . . . . . . . . . . . . . :. . , . . � . . . : '. . , . . . . . ... . ...
.
one on the left. '
:" , l': '
':,
,:' ,> , '�:: .' " : dofog s omethi ng: qUite unpn:ice(j�ntep .
.
20 Th e ministry di�n't expect . . . . . . . .. quite such a negative reactio.n from rarriler:$.
1 1 The.:i nteractive displays were. much. more . interesting. (Much) . '. . . . . . . , . .. . . . . . . . . . . . . . . . . . . . .,. . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
nc " . them, peginnlng with the " wor'd(s)ii '
W�Ii.; Mr Green, .. : . .., : : . . . . , . :: .' nothing wrong with tbe l1eatlng elemerit so perhaps we'd . bette�ilook at th'e pump.
".
finding the shop yesterday,
4
te st 3 4
i a g n osti c
33 017
., ,'
20 Refunds cannot be given under any circumstanc es. ,(Under) . . . . . . . . . . . . . . '.' . . . . . . .' .. .'. : . . . . . .' . . . . . . . . . . . . . . . ..
. ..
.
.
�.
...
.
.
.
..
....
.
• • •-
... .
.
..
.•.••• , • . • • •
Diag/'lbstJ� test 34 I«1JJ •
page 352
43
D i a
Aspects of. cohesion .
eTght of t he
sentences below either contain a mistake or c o u l d b'e expressed more concfsely. '. . · Tlck (V) the two correct sentences. then
Rewrite the underlined sections of these sentences to avoid repetition ;. Example
The dog winced a,s its owner kicked � once again . . . . ..i:t:. . . . . . . .
e
E xa m p l Nigel coughed nervously and Laura coughed nervously too. .
,"
'
. � ." , "
.
4
'
5
; ,
.
.
6
.
...
'
. .•., . .
7
8 9
10
•
I really do n 't like these modern p.a iritings.. 1 much prefer the paintings over there. .. . . . . . . .. : 'Would you .like some of thes.e jelly beans?' 'No, thanks. I only like the red ielly beans and there aren't any:left.' ................ : . . 'Have you seen Biily, Martin;and Greg todaY?" Ye.s. Billy. Martin and Greg �ere at the coffee ·bar this morning;' . .. ......... ... ..... . I'm afraid we didn't complete the obstac!e course as quickly as· the other team .' . completed it. ......... . : ... . '.' . . 'This lecture ' is reallY useJess. I doh't want to ' stay any lo�ger:' 'No,, ! don't want to Sta'l any .l onger. . . . . .. ....... : : . He asked me t o give·up my day offto. help with the stocktaking, a n d he said he:d pay me'extra to .give it up; . .... . . . . . . . . . My boss gave me a totally unexpeeted pay . rise. I'd better thank her for .giving me the . � . . . . . . . . . .. . . . 'Do you think that Britain will win the·.bid to host the next World'Cup?" l certainly hope. they don't win it! It'll be chaos! ' ..
3
correct the mistakes.
.
The American woman ste�ped off the tl1lln onto the. crowded platform; TheAmerican woman was. so striking.that a hush fell ·over the people waiting to greet their lolled on es
2
.. . .
:.
.
.:
.
D i agnost i c te st 36
.
. ..
Ask whether·Your parents are doitlg ahything this weekend, arid If tbey aren't doing gm.vthillg, invite them to our party.
'
... t:l.i!J#{�J!.jl� �Hi� W.J.Q.dU:l.W I](
1 1 The best pizzas are not to
be found in big,
•.
.
1 2 The girlS a ll wanted to wat-ch thE;l llid eo of Romeo and Jultet. The boys were!l't so Reen because they didn't want to watch a romantic fi lm . They were sO ' enthusiastic because �I'fE!Y knew that Romeo was Leona rdo dlCapridl
14 15
.
Vou wa nted me to ring you about the arrangements ror tli'e wedd in g . 'So did I.' '
16
Crabbing her bag and snatching: ttle mOrley
from the ta l e. Arig�la ran through the front door and i ,n to the wai tln g taxI. ............. , . . . . .
b
.
1 7 MervYn J.ones rafted to complete theA00 metres because tore a mu sc le In hiS leg.
1 8 'Are'n't they meeting us h re?' 'Well, they , must, because they were n ' t at home when I rang a few minutes ago.' .. . .. .. . . . . . . . ... . . .
1 9 'Co to the Tate Modero' without me. I'm not
that interested in it:
'Well. you should bel l(s :a great gallery.' ....... ........... . .
20 Ihe fTresldent was unable to p ut ·,
through all
. th e reforms that he had wanted to put th ro Ligh . . . . .. . . . .. .
. ..
. . ...
.
.
"
arti e th e better op·ti()n,(a or b) : for each space ( 1 -7) In the text, .,l�()thpptions ,ar.e : , . . cra mmatlcally correct; choose the .111 0st app r:oprlate in the context. · . · f
Choose the best word or phrase (a-n) from the box below to complete each sentence. Not a l l the options. are· needed.
. .
At first b Furthermore c Nevertheless Due to e After that f Consequently g The · rin e .· h . The Prince of Wales . ' i to know the right people. j Knowing the right people. . k Cheques should be I ltwould be nice if your cheque was . m creepy n unnerving a d
. . . .
P
,
.
.
..
.
. .
•. ,.
.
;,;
,
.. .
.
-
.
'
;
'
"
a Ever since her childhood spent in an old farmhouse in Scotlan d. she had loved it. b it was something she had loved ever since her childhood spent. ' in an old farmhouse in Scotland.
7
· •
had been looking for a new home ci�eq about vlewh'lg the empty ,QOUse)n Garfle,ld Road . .' ( I ) . . . . .. . . so it wa$ qllite' easy to find. Walking . . ' up to the front door they notke� that tl e. garden . Wi\sel!trem ely un kem pt and full of rUbbish, ' . (21 .. . . . Unfortunately tile inside' or the llOuse was little Detter. From the state of .:the 'halJwilY it was·. dear that nobody had lived there for many · y�(§. U nd a unted Jane . m a de straight for· the klldien. (3) . ... . . : . Itwasn:t a pleasant sight: (4) .,...... Jane decided to: see' ifthe receptiQn ' reoms we-re: any better.and w lked
T11e people opposite us sniffed at the acrid smell of-smoke and so we did . . . ... . . . . . . ....; . . . .
{
Jane and Tom to buy for ages a.nd they were. �
city-centre cestat.tran� bUt th'ey are to be found In small. l)acKstreet restaurants.
15 ' Wou ld you like some white .�ine?' ·No. thanks. 1 prefer red 'one.' . . ............... .
Features of discourse
c
..
. 8.
Proof of status must be.induded with each application . .......... , werequire a signed and dated passport�sized photograph, whicll is non-returnable. 9 Joseph never went to university. " ', he considered, 11imself to. be weU educated. . 10 The .air traffic .controllers have called a strike. " . .,.... , allflights are cancelled until further no.t ice. . . LI The tour·of the Acropolis wili take two hours. you will beJree.to go shopping. " 1 2 The·Prince . of Wales announced his decision '. to ,give up playing polo today. . . . . ...... has sustained a number Of injudes in .recent ye(lrs. , 1 3 Being ih. the ·right place aUhe right time. ......... These are the ingredients of success in our society: . : . . 1 4 I nvoices shou.ld be. paid by cheque . ..... .... . marked. 'payee only'. " 1.5 ManY 'critics find the scene in the attic particularly : . _ . .
. y'
..
.
' .
-: :- -
Diagnostic test 35 keg .. pap 353
Diagnostic test 3 6 keg "
page
353
4S
1.1E
P re s e n t te n s e s
Other uses
The present simple and the present continuous tenses are the most common ways of expressing present time in English . The present s i m ple describes things that are generally true, while the present continuous describes t h i ngs that are true at the time of speaking, but which may change. This unit looks at the present time uses of these two tenses. They can also express future time (10- Unit 4) and past time (10- 1 . 1 E, 1 .2E).
P R E S ENT S I M PL E
1.1A Form
The form o f t h e present simple verb only changes after he, sl)e o r it, when w e add -s to the base form (-es after 0, s, sh, ch and x; -ies when the base form ends in -y): I read --> he reads; we watcl) --> s/Je watches; they carry --> it carries X fe.fi.Ae-eAjey-he&fiit-al-dFflmas-se--she---wat€h -'-fR�r-y--weeir. V' Carina enjoys hospital dramas so she watches 'fR' every week. We form the negative and q uestions with the auxiliary do (10- 6 . 1 A, 7 . 1 A). In the negative we usually LIse the contracted forms don't and doesn 't i n speech and informal writing:
P RESENT CONTI N U O U S
1 .2A Form
Japanese cooking doesn't use a lot of dairy food. Do interest rates usually go up in order to reduce inflation?
1 .1 B General truths and facts
1 .1C Repeated events/actio n s
1.10 Series of events/acti ons
46
We often use the present simpl e to state truths and to describe things which we feel are facts o r permanent situations: Thi ngs wh ich are generally true: British people drink a lot of tea, while Americans drink more coffee. Facts: Broken bones in adults don 't heal as fast as they do in children. Permanent situations: A colony of Antarctic penguins lives in Marwell Zoo. We use the present simple to describe things that happen on a regular basis: As temperatures fall with the approach of winter, the soil freezes and contracts . . . The Blairs take their summer holiday in a quiet part o f Tuscany. We often use the present simple with adverbs of frequency (always, usually, often , sometimes, never) and expressions of frequency (every . . . , once a . . . ) : Share prices usually change on a daily basis - but often by very little. Our two chefs provide an excellent choice of hot meals every day. We use the present si mple to describe a series of events or actions (e.g. to give directions or i n structions) often with i mpersonal you: From here you cross the road, go through an iron gate and follow the path west . This is s i m i la r to the i mperative, but the imperative can sound more abrupt: Cross the road, go through an iron gate and follow the path west . We use the present simple when we want to express the i m mediacy of an event, e.g. i n sports commentaries, parti cularly when t h e action being described is a q u i c k o n e a n d is therefore over before the description finishes: France kicks off, Zidane passes to Henry, Henry cuts inside .
If we wish to give the events of a past narrative or an anecdote more i m m ediacy, we can use the present simple, especially i n speech (compare 10- 1 .2 E) : There's a n old woman with thick glasses and a name tag. I g o up to her and ask . . . Newspaper headlines often u s e t h e present simple to express a past event, which again gives more I m mediacy to the event: Addicted Chaplin star gets three years for new drugs lapse. We use the present simple in formal speech or writing for certain actions: I note that you referred to the National Curriculum in your speech . . . I look forward to receiving a prompt reply to my enquiry. 4.4A) or to We can use the present simple to talk about fixed events in the future express the futu re after conjunctions of time, e.g. when , after, as soon as (10- 4.40).
1 .2 8 Things which are true now
W e form t h e present continuous with t h e present of the verb b e a n d t h e present partic i ple of the main verb: 'What are the children doing?' We usually contract is o r are to 's o r 're i n speech and informal writing: 'Well, Alan 's drawing in his room and Sophie 's watching TV with me. ' Note the following spel l i ng rules for forming the present partic i ple: Base form + -ing: draw -, drawing, watch -, watching, speak --> speaking • Base form ending in -e + -ing: take -, taking, receive -, receiving, create --> creating Base form + consonant + -ing: swim --t swimming, run --> running (For past, future and perfect continuous forms II- 2 . 2 , 2.4, 3 . 3 , 4. 1 C, 4 . 3 B , 4.4C.) () We often omit the pronoun and auxiliary (is o r are) when we repeat the present conti n uous i n the same sentence: James and Sally are spending the evening together, watching a new video. For information o n ellipsis to- 3S.3A, B. The present conti nuous describes an action in progress at the m o ment o f speaking or around the time of speaking. The action is l ikely to continue after the time of speaking, but IS li kely to stop at some point, i . e . it is temporary: I 'll be with you in a minute. I 'm just finishing something in the kitchen. We are staying with John to try and find out if his place really is IJaunted. Common adverbs with this form are now, just, still and at the moment: We 're studying the writings of Gunter Grass on the German course now. We use live, work, study and stay in the continuous if the action is temporary: X She-st-ays--+rHhe-d WeJ eFf-Ast-aFie--eA-IJIis-v-is-iH;e-New-Vefk,deesn!-t--s-he-� V She's staying in the Waldorf Astoria on this visit to New York, isn't she? Compare: She always stays in the Waldorf Astoria on visits to New York. (II> 1 . 1 C) () An exception to the use of the present continuous to describe actions in progress is Here comes and There goes, which are always in the present s i mple: X Hefe--is--€eming--the--fJes�m(1A-0-7-here--is-geing-t-he--/(1st--btls- V Here comes the postman. There goes the last bus. Note the inversion of the verb and su bject in these phrases. We also use the present continuous to describe thi ngs which are changing: British summers are getting hotter and winters are getting wetter. We do not use the present simple to express this: X Bfi.�ish-stl·FrImers·-get-hot-tef-eAd-wiAter-s-get--wetteF:· The present si mple describes a regular event which we see as unchanging: We get a lot of rain during the winter in this part of the world.
47
1 .2C Repeated events
1 .20 Series o f events
1 .2E Otller uses
It is possible to use the present continuous to talk about repeated events o r actions, usually if they happen within a temporary period: I 'm feeding the neighbour's cot this week while she's in hospital. Com pare this witll the use of the present simple for repeated actions (II- 1 , 1 C): Graham 's a confirmed smoker, He smokes about fifty cigarettes a day, (repeated action over a long period of time, possibly most of Graham's life) Graham 's having a tough time at the office at the moment and he's smoking about fifty cigarettes a day! (repeated action in a temporary period) We can use the present contin uous with a n adverb such as always, forever or continually to talk about repeated actions that happen very often , perhaps too often as far as the speaker is concerned: The baby 's always making cute little gurgling noises, The neighbours are forever slamming doors and shouting during the night. I 'm always forgetting people 's birthdays. It's so annoying.
This table shows some of the common differences in use:
You may hear the present continuous used in sports commentaries, when the action is in progress th rougllOut the time of speaking: They 're now entering the back straight and EI Garrouj is starting ta pull away . [ . . . and he crosses the line two seconds ahead of his closest rival . . . It- 1 . 1 0)
o Some verbs of feeling
,. S ense verbs
1 .38 Using these verbs i n the continuous
belong to, have (= own), include, lack, own, possess adore, desire, despise, detest, dislike, envy, hate, like, love, need, pity, prefer, trust, want, wish
verbs of thinking or believing
believe, doubt, expect, feel (= think), forget, imagine, intend, know, realise, recognise, remember, see (= understand), suppose, think, understand
verbs of appearance
appear, resemble, seem
other verbs
concern, depend, deserve, fit, matter, measure, mean, mind, weigh
have
They're very rich. They have three homes and a yacht.
I'm having a really good time, thanks. (= am experiencing)
think
I think that the world's problems are getting worse.
I 'm tllinking of contributing to Oxfam. (= am considering)
mean
The sign means 'slow down '.
You 're always meaning to call us, but you never do. (= are intending)
appear
It appears the police have not started the investigation.
Tile Philharmonic are appearing at the Palladium. (= are performing)
She weighs 70 kilos.
I 'm weighing the ingredients for the cake. (= action of weighing)
We do not usually use the continuous form with verbs which describe a sense or a form of perceptio n , e.g. hear, notice, see, smell, taste: X 1!m-net.jGing-tflet;-yet1f'-wife-eeesFl':'t-Geme-te-·the-wiFle-testi�eesfi!.f:-{jhe-dFiFlk? v' I notice that your wife doesn 't come to the wine tastings. Doesn't she drink? With verbs which describe a sense, we usually use the simple form o r con/COUld + the verb when we d o not del iberately use the sense , i.e. the use is invol untary: Can you smell the fertiliser? We 're really in the countryside now! With smell and taste, we can use the continuous for a deliberate acti o n : I (can) taste cream i n this. (there is cream i n t h e dish; involu ntary action) I 'm tasting the cream. [the cream might be off; intentional action) o We usually use the verbs see and hear o n ly i n the involuntary sense, unl ess they have a d ifferent meaning, e.g. I 'm seeing a new man at present ( = going OLit with). We use look at, watch or listen to for a n intentional actio n : X fCfR-ljeI:l--Iteep-ihe-nei.se-eewn'f--f!.m-heCfFing--the--f1fteFFleeFl-plffift v Can you keep the noise down? I 'm listening to the afternoon play.
1 .30
We use performative verbs in the first person actually to perform an acti o n , i . e . saying I apologise performs the action of apologising: On behalf of the company, I apologise for any inconvenience caused. When these verbs ' perform' the function they express, they do not usually take the conti nuous: Rai/track apologises for the disruption to services over the last three months. By saying this, the function of apologising is performed. However, if we use the verb to describe the action rather tha n to do it, we can use the contin uous: The Railtrack chief executive was apologislng profusely for the inconvenience. Common performative verbs are: accept, agree, apologise, congratulate, dec/are, deny, disagree, forbid, forgive, guarantee, insist, invite, order, predict, promise, recommend, refuse, request, suggest, thank, warn.
be, consist of, contain, exist
verbs of feeling or wanting
Your son is being very obedient at the moment. (= is behaving obediently)
1 .3C
There are a n u mber of verbs in English which we rarely use i n a conti nuous tense. They often describe states of being, thinking, possessing or feel i ng: X Mesl3-peeple-9Fenlt-believing-iFl-the-e>fisfen€e-ef-ld.FGs7 v Most people don't believe in the existence of UFOs. The most cOlllmon of these verbs are:
verbs of possessing
use in present continuous
Your son is a very obedient child, isn 't he?
can be used in both the simple and the continuous with n o change i n meaning: My wrist hurts/is hurting again - I must go to the physiotherapist. I think those mussels may have been off. Do you feel/Are you feeling OK today ?
We can use the present continuous with the present simple to give more immediacy to a past narrative. We use the continuous for actions Wllich form a background, i . e . they started before the actions within the narrative: There's an old woman with thick glasses who's serving the hot drinks, so I go up to her and ask . . . [Slle started serving before the action of the narrative.) The present contin uous can also express arrangements i n the future [.. 4.3A).
verbs of eXisting or being
use in present simple
be
weigh
VERBS RAR E LY USED IN TH E CONTI N U OUS 1 . 3A Verbs of believing, Ilaving, l iking, etc.
verb
Pertorlllative verbs
It is possible to use many of the verbs i n 1 . 3A i n tile contin uous, but the verb either has a d ifferent m ea n i n g or expresses a temporary action: 'Is Maria ready yet?' 'No, she's having a shower. ' (= is taking) Now that there's electricity in the village, Santos is thinking of getting his house connected. (= is considering)
... Pages 70 and 7 1 for Round up of present and past tenses
49
48
b
P ra ct i c e
3
The key to these exercises is on page 354.
ReWfite th ese sentences from newspaper articles as headlines to the articles. Use the underlined wo rdS and phrases to help you. o
1
'fhe � inspector of prisons last night called fur Ill!: reJoose of the Bulger killers.
Write the correct form of the verb in brackets to complete this dialogue. Use the present simple or the present continuous. SARAH
RAINER SARAH RAINER
Welcome to the programme. This afternoon I ( 1 ) . . . . . . . . (stand) i n the m iddle of the northern Black Forest, Germany. with Rainer Sanger, from Friends of the Forest. Good afternoon , Sarah. Rainer, you ' re very concerned about tllis area of the forest, aren't you? Can you tell u s why? Yes. M uch of the forest was wiped out i n the h u rricane last winter, as you can see. Many of the trees are dead, and more (2) . . . (die) because of the irreversible damage. We at Friends of the Forest (3) . . . (bel ieve) that the authorities (4) . . . (not/do) enough right now to restore this beautiful forest to its former state. But they (5) . . . (clear) the dead trees away, aren 't they? I saw some men on the way here Of course. but they (6) . . . . . . . (do) that every year. It's the normal procedure. We need more trees now, b ut they (7) . . (not/plant) any new trees to replace those that d ied. I see. But you have approached the authorities about th is, I (8) . (understand). We have tried. but each time they (9) . . . . . (say) that they haven't got enough money to restore the forest as q u ickly as we'd l i ke. They ( 1 0) . . . . . (always/use) money as the excuse. It's getting really frustrating l But it's not j ust an excuse, is it? They clearly ( 1 1 ) . . . . . . . . (not/have) enough money for everything, and the h u rricane was an unforeseen occurrence. Of course, we appreciate that, and the p o i nt i s that actually, we ( 1 2) . . . . . . . . (not/ask) for much m o n ey. We would j ust l ike their guidance - we can provide vol unteers to work on the forest. O h , I see. Wel l . that's somewhat different. Now Rainer, could you te l l us . . . . .
.
SARAH RAINER
SARAH
RAINER SARAH
. .
. .
2
. .
.
SARAH RAINER
A H� (lourt judge,has blocked ,the proposed . b}nontobaccoadverts . ··
. . . .
5
The govenmlenl of India has snubbed the Pope on the s:ve of his Ylli1 to the country, as they .have refused, his invitation to attend a multi-faith.gathering.
,
.
. .
The private member's !:!ill on fox-hunting did . not achieve the support needed last night to become law.
'
.
.
Th¢ 'Chief of police admitted that errors were fIJIId c·durlng the Chinese President's vi sit to .. . tn� UK.
4
. . .
U nderline the correct verb form in
" ,�r-<"'''''' ,�;.� -�"I,.,�" .�,..�.:
. .
.
.
.
. .
3
.
.
italics for each sentence.
2 We try out/are trying out a new paper supplier at the moment. The old one was too expensive.
Makers of the latest Leonardo DiCaprio film are facing a huge � from locals over their treatment of a beach used for filming.
Ifs su m mer A man 'is outfor a quiet walk. He's walking along. a country road and he
3 The ch i l d ren don 't eat/aren 't eating sweets and Cllocolate before they go to bed at n ight. It's bad for their teeth.
( 1 ) . .'... (mindrhis own business wheri:he (2) ... :'...;, ( be kn:ocked down) and seriously injured I)y a ,mini:\iail; The hlai1; � writer ohhtilJetiiand hortor fiction, (3) . . ;. (survive) but he (4) . . :.. ' (become} obsessed with the vehicle that maimed him� He doesn't . bear a grudge against the dtiver: lnstead, he (5) . ..... . i(biiy) the minivan and (6) ;. .. .. . . (hide) it. Thi. o�dds like the plot oLa Stephen Kirtg thriller, but it is ih .fact thtdatest chapter in the wrirer's real life. King h , s bought the'van ,a.nd he (7) ... . . . , (intend) to take a sledgehammer to it. Ar pres ent Kin.g (8) . . . � (rewver) frorn his injuries at hofne; where he (9) , .. .. . (suffer from) a brokeD hip, a fractured leg and a colinpsed' lung. The story is uncanllily like the plot of his nov�l 1'hi/lller (written everalyc:ars previously), in which the victim's family . ( t o � .... (pllti ll curse on the driver. Kin�. however, (l l ) . . .... . (demand) only the withdrawal .
..
4 These animals display/are displaying a great deal of aggression if d i sturbed.
.
..
5 We currently show/are currently showing the film 'Star Wars' at all Odeon c inemas in the regio n .
.
6 Q u i c k ! G e t rid of all t h e m e s s ! Here come/are coming M u m and D a d !
.
.
Fridays i n this area. They don 't take/aren 't taking
.
9 You always complain/are always complaining and it really gets on my nerves l Why can't you j ust accept thi ngs and relax? 1 0 Does the orchestra play/Is the orchestra playing at the Town Hall this week? I ' d really l i ke to see their Ilew concert. 1 1 Swi mming provides/is providing exercise for more m uscle groups than any other pllysical activity.
. .
..
.
7 T h e weather forecast says there ' l l be wind f r o m t h e north-west tonight. That always bringshs bringing snow with it at this time of year. all
6
" ,_.r:. · ·
Complete this newspaper report. Write the verbs in brackets in the correct form, present simple or present continuous.
The G u gge n h e i m M useu m i n B i l bao houses/is housing Spai n's largest collection of Modern Art.
8 The rubbish collectors come/are coming rubbish not left i n black plastic bags.
RlIdi.9.-l, the BBC's pop music station, hill! � an its cOlmnercial radio rivals in a reCcrifpoll .
." .
..
.
.
. .
of [be driver's Iicence.. As fofrhe mhlivan; we ( 12) .... : ... (not know) if King will actually carry .
OUC
hi
.
.
.
�e:venge or ifhe is simply hatching the plot for a new novd!
1 2 What do you consider/are you considering to be the lowest price they'll sell the house for?
50
51 >
5
1 .3
:. '
6
Read each pair of sentences below, A and B. The sentence which follows each pair is related to one of the sentences in the pair. (For example, it could come after the sentence or describe the sentence.) Write the letter of the correct sentence in the box.
ALL
."
.' In· about half of the lines of the following text there is an e �ror in the use of the prese�t forms. For each numbered line ( 1 -2 2 ) . underline the error and write the correct form. Some hnes are correct. Indicate these with a tick (V'). The exercise begins with two examples (0 a n d 00) .
o A Steven's a difficult child. B Steven's being difficult.
He isn 't usually difficult.
A This salmon weiglls more than six kilos. B We're weighing the salmon to put a price on it. This is a characteristic of the salmon.
2 A I invite everyone present to tile opening of the new superstore. 8 I ' m inviting everyone to the opening of the new superstore. I'm offering this invitatiof7 to you now.
3 A The dance group appears to have arrived at the theatre.
B The dance group is appearing at the theatre. There are performances every evening.
4 A M m m . I taste cinnamon i n this. Lovely. B I ' m tasting it to see if there's enough cin namon in it. I need to check the quantity of cinnamon.
5 A I tllink house prices will rise again next year. B I ' m t h i n king of sel l i ng my house next year.
6 7
This is my opif7ion.
A My sister has a baby. B My sister's having a baby. My sister's pregnant.
A I smell lavender. Is tilere a bush in the garden? B I ' m smel l i ng the lavender. It's a very strong variety. Tile smell has just come to my attention.
8 A H e 's having a shower. B He has a fantastic power shower in the main batllroom. Why don 't you wait in the living room?
9 A We guarantee that your childre n will be supervised by experienced in structors. B My h usband and I are guaranteeing the loan for Mrs Knight. The company takes full responsibility.
l O A Is this an inadequate explanation or am I being stupid? B I'm sorry, I don't understand . Am I really so stupid? Is this a permanent characteristic of mine?
o
o
00 1
o
Every year more and more tourists are visiting the Ionian Islands, and most are . . . . . . . . . . . . . . 0( . .
enchanted by these lush green islands i n a turquoise sea. Many now think about the possibility o f owning property i n this warm, unspoilt corner of
..
J : �1.j . M.I!:.I1JW:
2 Europe. Appeals the idea to you? If so, read on!
o
3 Imagine yourself standing on a wide terrace high on a cliff above the
4 clear Ionian Sea, tile island of Zakynthos in the distance. The sun is beating
5
o
down and you are hearing tile cicadas and the sound of waves lapping
6 gently against the golden sand below. You can smell the heady scent of
7 jasmine. You walk down a steep, stony path to the beach and there is lying 8 the turquoise sea, right in front of you. We're inviting you to share this 9 experience with us.
o
l O We currently develop a complex of luxury apartments just outside
11
o
Lourdas, in the south of Cephalonia. Cephalonia is the largest and the
12 most varied of the Ionian Islands, and Lourdas i s a traditional Greek 1 3 village with a variety of shops and tavernas. Beh ind the village the
1 4 mountains are rising steeply and goats roam freely. From the village a
o
15 16 17
o
road winds down to Lourdas Bay. The wide sweep of the bay shelter a long sandy beach which is almost totally uncommercialised, although local developers build a range of bars and tavernas o n a strip of land
1 8 behind the beach.
19
0
We have completed our show apartment and we now show prospective
20 purchasers the apartment, either in person at the site, or at our
2 1 London office, on video. To take part in this once-in-a-lifetime offer, 22 phone us now and talk to one of our sales representatives.
0
52
53
tr
There are some verbs which we rarely use in tile continuous tenses, including the past continuous. (For more information about this II> 1 .3A, B, C.) The past continuous describes an action in progress at a point of time in the past, i.e. 2.2B Actions in the action began before this point of time and continued after it. We didn 't hear the intruder because we were sleeping on the top floor that night. rogress ,p At the time of our arrival the city was going through a period of rapid expansion. We often use the past contin uous to show that a past action was temporary, or was changing or developing: Duri/Jg my training I was earning a lot less than my wife . (a temporary situation) His symptoms were becoming more pronounced each day. (a changing situation) We can use the past continuous to describe an ongoing action which forms the background or setting to past events. We often use the past simple for an action that happened against this background:
P a st te n se s We often use the past simple tense for single completed events and past states and we Lise the past continuous for temporary or interrupted actions. We use the past perfect tense for actions which happened before a time in the past. This unit looks at the differences between the past and the past perfect tenses and used to/would + infinitive. (For uses of the present perfect tense for past time II> 3 . 1 , 3.2. For past forms which refer to the future (future in the past) Il> 5.3.) PAST S I M PL E
2 . 1 A Most verbs add -ed to the base form to make the past simple tense. The past simple Form tense form is the same for all persons (except with the verb be):
Darkness was descending over the hushed city a s James staggered back to college.
(darkness was descending background; James staggered action) We can use the past continuous for two actions in progress at tile same time: =
watch - I/he/she/itlwe/you/they watched ; be - I/he/she/it was, welyou/they were
Note the following spelling rules with -ed endings: Base forms ending in a single stressed vowel and a consonant (except w, x or y) , double the consonant, e.g. hug ..... hugged. In British English , but not US English, we often double final consonant I, e.g. label
We usually use the past simple for repeated actions in the past (�. 2 . 1 B) , but we can use the past continuous if we want to emphasise that the repeated actions took place over a temporary and limited period of finished time: She received chemotherapy on a weekly basis. (a repeated action) We were watching the sky and listening for the first sounds of the dawn chorus.
-->
labelled.
Base forms ending in a consonant and y, change y to i, e.g. copy copied. Irregular verbs do not form the past tense with -ed, e.g. go went. We do not use tile past form of the verb in questions and negatives; we use did (not) infinitive. We usually use the contracted form didn 't in speech and informal writing: -->
For the first three months she was receiving chemotherapy on a weekly basis.
-+
K 0Did-yet1-5flw-(Jflyfhiflg--5l1spi€ieus-?!. V' 'Did you see anything suspicious? '
2. 1 B
Past actions and states
Julius Caesar invaded Britain i/J 55 Be.
=
(repeated action, but only for three montlls) We use the past continuous to contrast an ongoing action with a single event which Interrupted interrupts it. We use the past simple for the Single event: Elizabeth was hunting when messengers arrived with the news of MOly 's plot. actions
+
2 . 2C
K "Ne;-l-didn.!.t-saW-Gflyt'hiTIg"," V' 'No, I didn 't see anything. '
4) If the
Seventy cars were crossing the bridge when the pier collapsed into the river.
We use the past simple to describe single completed actions in the past:
background action finishes just before the event which interrupts it, we prefer to use the past perfect continuous (II> 2.4A, B). Compare these examples:
Holla/Jd was occupied by the Germans in 1940.
Jane opened the door to let Philip in.
Caesar's troops failed to defeat the indigenous tribes (in 55 BC).
If the context is clear, it is not necessary to give a past time reference:
1
We use the past simple for actions which happened at the same time and also for repeated actions: When we got to the junction I took the left turn while Micky took the right. (two actions at the same time) My brother applied for a visa six times before he got one. (repeated actions) We use the past simple for sequences of actions. Sometimes the actions follow immediately after each other, or one action causes a result: Silverman ran to the car, jumped in and raced off into the night. (sequence of actions) Wall Street traders lost a fortune when the Asian markets collapsed. ( The markets collapsed with the result that the traders lost a fortune.) We use the past simple to describe states i n the past:
He was running in the rain.
2
He had been running in the rain.
=
2 . 20 We can use the past continuous to describe past arrangements; the arranged event Other uses may or may not have taken place. This use is similar to the 'future in the past' ( II> 5 .3):
We lived just outside Oxford in the nineties, but we didn 't have a car.
(For a contrast of the past simple and the present perfect II> 3 . 1 B,
( Nancy had an existing arrangement to take a flight to Paris . ) We can make requests, suggestions and q uestions more tentative and polite by using the past continuous. We often use the verbs think and wonder: We were wondering if you would like to join us. ( Would you like to join us 7) Were you planning on going somewhere else later? ( Are you planning on " . ?) Nancy was taking the next flight to Paris so she had to cut short the interview.
3 . 2.)
=
PAST CONTI N U O U S
2 . 2A We form the past continuous with was or were and the present participle ( .. Form the main verb: S4
1 .2A)
=
of
" .
=
What were the children doing while all this was going on?
>
ss
PAST P E R F ECT
2.3A
Form
We form the past perfect with had and a past participle, which is the same for all person s. By the end of the fourth day we had exhausted most of our rations.
I wasn't convinced that she had exhausted all of the possibilities at that stage.
Regular verbs have a past participle form which is the same as the past tense form (i.e. we add oed to the base form � 2 . 1 A) . Irregular verbs, e.g. see, often have a past participle form, e.g. seen, which is different from the past tense form, e.g. saw. We often use the contracted form of had ( 'd) in spoken English:
There are some verbs which we rarely use in the continuous tenses, including the past perfect continuous. (For more information about this r;" 1 .3A, B , C.) 2.4B We use tile past perfect continuous to describe an ongoing situation or action which Uses continued up to, or stopped just before, a time i n the past ( II>- 2 . 2C) : He had been working for over an hour before the auditors turned up.
We often use this tense to explain a past result, e.g. a situation or an appearance: the accident. (=
The few survivors looked painfully thin. They had been living on meagre rations since
They looked thin because they had been living on meagre rations.) We use this tense when we want to focus on duration:
We were exhausted; we'd been u p all night with the baby.
Kubrick had been trying to g e t the film made for more than twenty years.
We use the past perfect to describe an action which is completed before a time in the Actions and past. We can include a specific time reference: By the time the UN task force arrived, the rebel forces had taken the province. states before a time in the We can use the past perfect for repeated actions: The new owners found that the timbers had been patched up several times. past We also use the form to describe a state which existed before a past event:
TIle eager fans had been waiting in line for over six hours.
2.3B
At the time of her trial last year Hinkley had been in prison for eight months.
We do not mention the number of times that we have done an action when we use the Contrast with past perfect continuou s: )( Jill_had_oRly_been-watc..Jting-T-V-twiee-#let-week, other forms - past perfect simple) v Jill had only watched TV twice that week. (repeated action actions, or actions o We don't usually use the past perfect continuou s for complete d simple narrative : past the as time same the at g continuin still s situation nd and backgrou 2 . 4C
een-removing-eveFljthiRfF )( She-feuf/€i-her-fie5k-wes-empttf;:-5e€tlr-it-y-hed-b everything. removed had security empty; was desk her ound f v She
2 . 3C We can use the past perfect to make a sequence of events clear. We use the past Sequence in perfect for the earlier action and the past simple for the later. Compare: When we got back the babysitter went home. the past (sequence: 1 we got back, 2 the babysitter went home)
[completed action past perfect simple) =
redundant. ] [ We had been living in New Vork when John was made nt. V We were living in New Vork when John was made redunda
(sequence: 1 the babysitter went home, 2 we got back) We can use just or already with the past perfect to show that the earlier action was recent or earlier than expected: When we got back the babysitter had gone home.
(an ongoing situation which forms the backgrou nd past continuou s) =
USED TO/WOULD
We wanted to talk to the babysitter but she 'd just left.
When we got back we found that the babysitter had already gone home.
2 . SA
We can use the past perfect or the past simple with time conjunctions, e.g. after,
Form and meaning
before, as soon as, tllen:
o With
before +
She ushered me out of the room as soon as I paidlhad paid my subscription.
past perfect the action in the past simple happens first:
I left university before I 'd taken the final exams.
We can use this for a past action which prevented a later action from happening:
o We don't
V I opened the door and let him in.
We often use the past perfect to describe the cause of a past event: David didn 't join the band as h e 'd signed up with a rival label.
wish
PAST P E R FECT CONTI N UO U S
2 . 4A
Form
We form the past perfect continuous tense with had been and the present participle: The passive form of the past perfect continuous (had been being + past participle) is almost Tlever used. We prefer an active form, using an 'empty' subject if necessary: The lake was near bursting point as it had been raining heavily for weeks.
v They had been underestimating the unemployment figures for decades .
[ The unemployment figures had been being underestimated for decades . ]
56
It used to take me over an hour to get to work. Supermarkets didn 't use to be open on Sundays in Britain.
Did you use to get free milk at school? belget used to (+ used to +
o Don't
verb -ing) which means infinitive with confuse 'belbecome accustomed to' : past.) I used to live alone . ( I lived alone at a time i n the ed to iL) He wasn't used to living on his own. ( He wasn't accustom becoming accustol11ed to it.) She's getting used to the new technology. (= She is past but no longer happen 2.5B Both forms describe actions which happened regularly i n the : frequency less Past habits (or vice versa) or now happen with more or get paid weekly.) They used to get paid every three months. (Now they (We don't now.) We would get up early every Sunday to go to church. To avoid confusion with other uses of WOUld, we usually mention the past time or situation: =
usually use the past perfect if the sequence is obvious (� 2. 1 B):
2 . 3 D We use the past perfect with verbs such as hope, expect, want, plan, think about, U nfulfilled to descnbe past intentions which were unfulfilled: intentions They had hoped t o g e t t o the summit b u t Travers fell ill at base camp.
is followed by an infinitive. Notice the spelling in questions and negatives:
=
She sacked him before he'd had a chance to explain his behaviour. [I had opened the door and let him in. ]
Used to
passed her test. He would give IJer a lift to work ill the days before she 8. 3 B , 1 8.4, 1 8. 5 . ) 1 , B 2 8. 1 fI>o 0.6; 1 . 5 0. 1 0.4, 1 ... would
(For other uses of 2.5C We use used to to describe past states which have changed: now. ) Lithuania used to be part of the Soviet Union. (It isn't Past states
days. There didn 't use to be any crime around here in the old would
o We cannot
use
for past states:
V France used to be a monarchy but now it 's a republic. )( Fr-£lfl€e-would-be-e-fflOfJ€fFC..Jty-euHleW-iE's-€/-FeptWIie,
� Pages 70 and 7 1 for Round up of present a n d past tenses
--�-----------�tr
-......__-----.. ....
(There is now.)
57
P ra ct i c e 2.1
Tile key
to
these exercises is on page
(A or B) to i l lustrate each picture. C!:hoo se the best sentence
'.<_
Match the underlined phrases ( 1 -1 0) with the explanations (A-E) . Each explanation matches two phrases. 2 3 4 5 6 7
8 9 10
A B C D E
They ran the same test eight times before they found the bug in the software. Food was in short supply througll Out the war. It was quite unnerving . The lights flickered w hile a freezing wind blew through the room. Claire jumped out of ber chair, ran to tile balcony and grabbed the screaming child. Lorenzo the Magnificent died in Florence in 1 4 9 2 . Diplodocus dinosaurs dominated the Triassic period. We had a busy morning, Steve answered the phone calls and I dealt with the e-mails, The Court of Appeal r�ected his case on technical grounds. I'm sick of it, I can't tell you IlOW many times we tried to contact them, I threw open tile doors and walkeJi out into the bright morning sunshine, A single or completed action in the past. A sequence of actions in the past. Two actions which happened at the same time in the past, Repeated actions in the past. A state in the past.
I A
I felt sick when I ate the pudding. B I felt sick when I'd eaten the pudding.
2 A
When we returned to oLir hotel room, the maid made the bed, When we returned to oLir hotel room, the maid had made the bed.
5
A The show started when we got there. B The show Ilad started when we got there.
6
A I hoped to get a good result. B I had hoped to get a good result.
Complete the sentences with suitable verbs from the box, Use the past simple or past continuous,
announce blow mention press 2 3 4 5
6 7 8
9
10
set off
settle· .down /"soar
.feel '.· ;gl't L\P
;h�v.t3
,ieave
spend
I:li
ijve mflnage :stand take
.... . ..... at the bus stop wilen I .. . ....... the speeding car slam into the lamp post, The icy wind ... .. .... through the trees as we .......... on our journey into the forest. Brad , . . . . . . . .. exllausted so Ile . . ... onto the sofa, . . . ...... the button on the remote control and . .... . . . . . for an evening vegetating in front of the box . The twins .. . . ...... tile afternoon shopping because they . . . . . . . . . . for their flatmates that evening, Unfortunately for us, we .. , on the wrong side of Miami when H urricane Andrew . the city. Share prices ... .. .. , when the government . . . . record growth figures. I . . . . . . . . . . early the next morning so I . . . . . . . . . to have an early night. They say that he .. ....... her because he found out that she ....... . . . an affair with his best friend. My younger brother .......... the driving test five times before he . , , to pass, . . . . . . . . . Clare at the supermarket the other day and she . . . . , . .. that you might be looking for work.
7 3
8
4
S8
A I explained to my host that I'd been repairing the car. B I explained to my host that I was repairing the car.
A By the time we arrived at tile zoo the elephants were having their bath. B By the time we arrived at the zoo the elepll ants had !lad their bath.
A I watched TV when Jane called round. B I was watcll ing TV wilen Jane called round .
A Carrie was excited because she was travelling to Jamaica. B Carrie was excited because she had travelled to Jamaica, S9
Unde rline the most suitab le verb form in italics . 1 So I turned/had turned on my heels a n d walke d out of the shop in disgu st. 2 When we got to the statio n the train had just left/just left, so we misse d our conne ction . 3 The mech an ics had been taking/had taken the engin e apart sever al times before they were able to locate the source of the myste rious ratt le. 4 By 1 49 2 t h e Span ish had expelled/h ad been expelling the Moor s from the mainl and entire ly. 5 She was surpr ised to find the fridge empt y; the childre n had eatenll)Qd been eating everything ! 6 Our lead actor turne d u p and he was word perfe ct; appa rently he was pract ising/had been practising his lines a l l day. 7 The children wante d to go to the circus but their fathe r already booke d/had already booked ticket s for the ice-sk ating spect acular . 8 Debb ie could n't u n d ersta n d why her com puter crash ed; it had been working/was working perfe ctly for as long as she could remem ber. 9 My niece 's riding accid e n t was rathe r a setba ck becau se she hoped/had hoped to p urs ue a caree r as a ballet dance r. 1 0 Mrs Laws on arrive d at casua lty i n q uite a state ; she suffered/had been suffering from sever e stoma ch pains for hours .
5
ALL
verbs in brackets in the correct tense. Read through the whole :;�efore you begin as you the may need to use passive forms and i n your answers.
C
t t
" "
tea$lm:.
IS/II/ld is one 0 f the best known.. andmost ". s adYcntllllc stories. It (1) . . . .. . . . " (be) child�!\n' lQved , firSt pubLiShed in 188a but �emains popul3r1: o this d(\ '. the solely was Pe ple (2) ... . .. . . . . lthir).k) tbat the S,tO.r
T
0 f -rCYe.QSonr imaginao0n, but reccnt resear h ":lling [-Ie L� _L' "" of uS tl has u.ncover.ed the rrue odgin 0f u bidd� rreasul'C and bloodtbi,rsty pirates. Trtu1sure Is/ami' author, R6berr Loui. burgb ID ( .......... �be) a s otSman born in E (4) . . . . .... . . (live) abroad for many re�s Although
work
he
?-in
Sreve�s�n . 18S� . .
'
.
u1 c '
.... I W. • 1881 be'EetUrned to the lancl of n' � \;lifih .fOf n hohday. • •.•,.,1iIII_ _ � . ' , • n " W.lth his AmerIca him nn . \1 5 ) . . . . . . . . (. t.e) wife 'En , , . , . "I . . . '. ' ., , . . t. · · � . . ·· · · ' ' d hi st chi . l dren fr. om s e.p. Fanny s I e- t) five years ear leI ill danc·. e , an bom (, t:'I .. . . � .. . . Th the tugged Scottish holic\ay was Braema� '" ·e···l �..oon. .of. theuhe � VI�"'Th �(St maulag... 6 " . . . .
In about half of the lines of the follow ing text there is a mista ke in the use of past forms, used to or would. For each numb ered line ( 1 - 1 8) unde rline the mista ke and write the correct form. Some lines are corre ct. I ndica te these with a tick (11'). The exerc ise begin s with two exam ples (0 and 00).
.
'
:::.
'Highla.nrl;s. . . ' �.�_..: . ' . •. . ...• ' Eath morning tevens()fl'(7) ( ....... . . . The fnmily oon ettled intO -a rt:1ilJ
Anne Frank
60
used to/would
'HE TRUE STORY OF TREAS URE ISLAN D
"
0 Anne Frank was a Jewis h girl WllO was living with h e r fam i l y in Amst erdam 00 when the Germ ans were invad ing Holla nd in 1 940. The Germ an autho rities introd uced harsh anti-J ewish laws and started to depo rt Jews to conce ntrati on 2 camp s i n Easte rn Europ e. In J u l y 1 942 Anne 's fathe r did hear a rumo ur that he 3 was going to be arres ted by the police and the family resolv ed to find a hiding 4 place . They move d into an attic above M r Frank 's office and build a bookc ase 5 to disgu ise the entra nce to the secre t apart ment. Friend s would bring food to the 6 family each morn ing, and they use to keep u p to date with the news by listen ing to 7 the BBe on a small radio . Anne wo uld have no fri ends her own age, so she 8 confid ed her feelin gs to a diary. In Augu st anoth er Jewis h family joined the 9 Frank s with their sixtee n-yea r-old son Peter . Peter was telling Anne that the 1 0 Germ ans had been sendi ng Jews to conce ntrati on camp s and killing them . Anne 1 1 and Peter were becom ing very fond of each other i n the cram ped condi tions of 1 2 the secre t apart ment and had h e l ped each other with their lesso ns. But some body 1 3 had given away the family 's secre t. The Germ an police had been watch ed the 1 4 hiding place for sever al days and on Augu st 1 4th 1 944 they burst i n and arres ted 1 5 all the occup ants. The Germ ans were sendi ng Anne to the Belse n conce ntrat ion 1 6 camp and she was killed i n Febru ary or Marc h 1 945, only a mont h or six week s 1 7 befor e the Britis h army arrive d. Anne 's fathe r was taken to Ausch witz and 1 8 surviv ed the war. He found Anne 's diary and had pub lished it i n 1 94 7.
lete the text by writing
t
�
.
ng
dderiLv {()ok. a�fo'r die WO!$e, Trapped . cHu .
.
.
this. for sev«al day w·h 0 Ihe wea . . . (9). . �.'. . ".. . . (bec om e) doo L: rain' Robert's twet"e-ycar�qld step. oo) l"r()Y' d'. L • IIY cite beavv IO . . . . . obert ' . R . , lncreasUl g1 y llore.d and .restle . Despecace ro keep the boy arnused< •. " . . . . . .. . . . p:lIntlng. some and .asked the: b oy ro do (10) . .. .. . . . . . (get out) ome ,dra ' 1 ! ur m boy ( 2) , . .. ; . . . " . e s ho (ret . urll)to his . Aftcr(j ) . . . . . .. . . . (pame) 9 . ' . . · \ and'... Robert . no. ticed. t.hat Ius stepfather with n b eautl' fuJ cO I ted map of a tt0.pICSI \S . " � 'What's that?' he of tbe island; .ge cross. 'i1I th" '" . ' srep�on '.(13) .......... (drew) n ,uu . - " �'ddle. . The thirry"one"y.t; L. boy. at'd _me . , . ar-.bld a uthor sud d.en1y bu ' • _ u.ed rreasure', 3S kcd. 'That15 the . e rl ' 3 k) to cOhtil:bute st9ries to a . ( .. had a of tDspimtlOn, He li h to see (begin) .... " .• ; W ,he and . , dT; c.� e.D ley ··;len y hi·S ·fr .. pu b 's ed (b14) children,' magazll} . . '. ., . . . ' t ea (b . . . . " ... (16) t111n the, Wb11e t icture. y'.5 b Pl III . ory s ad\1eDru .' the germ of an : � (1 7) , : : . :.P'; {sit down) by the ge th e do\ 0) 011 the roof of hi s re nted bo}.i y , . I d' b " " st l•.ik. e his own . ". fire to write a story He would m k the bero • . .' .. plere. n b YIUaln of the . . . u l d be wo 0 ' . stepSOD. »ut w : . . ." . . . l . . . ( publishl "R6bert's stones m hls . magazme, For the ast faur years Henley ( 1 . . e wit ,something unusuaL,bout Henley; B·· . aDd d,le- two had become g�d ftlen i, i'1.tate) and he walked around with the ( . ... . egs p b of yOUllg �n. one a (20) . . .. . . . . " ('always. want) to include such a aid of an nrhfl.lllal �ooden eg" 0
v'
�.
7 � :C�1
he
�
'
.flash
the
a
z
\
.�� 0co!
� �
�
�
J ·ili �" �.: n:: ��
(1 '
;
-author t\v;ve-��ar�; . :�y, J.� .
.
he. P · rate with 3 wooden leg, was born. l'1 err chaMc�er lit II �r911)'''3nd thus Long !ohn h ' . wit a wo.oden leg, and the VeE,. ti pu lishc[ d,[ a all co ID eprembel' ( - "' - _ ... to 11 aiDY . SQ, � . . . ' •have the greatest . adventure ' " . : .one'bf .. boy, . ' . ' we invenriveness o( l\ twelve- c/lr-old Amcocan . .. , , stories in the 'Engli h hlOguage. . ••_,,,.:,,,�.,., � .• ,,,.",_,,:,",,",,,,,,:r-" '" . _
�
61
Compare these two sentences:
P a s t to p re s e n t te n se s
In the first example the author is still alive and IS able to wnte more successful books,. in the second the author is dead and therefore can 't write any more books:
English uses the present perfect tenses (simple and continuous) to talk about actions and states which start in the past but which have a link with the present. This unit looks at the present perfect simple and continuous and compares the present perfect and the past simple. (For a detailed explanation of the past simple ", 2. 1 .)
X
Have the printers finished the new brochu re yet? l70s/have The film 's already started - we'd better hurry.
We usuall y contract
people qualifying as teachers.
. It's the worst sports programme I have ever seen and the first I have ever written to complain about! Many people consider Kennedy to be the greatest President the USA has had.
3 . I C A number of adverbs are commonly used with the present perfect as described in 3 . 1 B: .Adverb s ever, often, seldom , never, so far, already , yet, sCiII : . . . The Prime Minister has seldom been put in such a difficult position. often used I have never experienced any racism in athletics. with the We 've received over 20,000 entries for the competition so for. present Only halfway through the financial year and British Aerospace has already perfect .
in speech and inform al writing :
In negative senten ces, we usually contract not in speec h and inform al writing: I 've been to the shops today and they haven 't started the summer sales yet. Remem ber that a lot of English verbs have irregu lar past partiC iples, e.g. bring -. brought, take -, taken, meet --+ met, seek --+ sought, s wing -. swung . o Be carefu l not to drop the have with the presen t perfect: 3. 1 B We use the presen t perfect simple to talk about states that started in the past and are Ongoing still continu ing in the presen t: states and The manor house has stood on this spot for over two hundred years. (It is still here.) actions We often use the prepo sitions for (+ period of time) and since [+ point in time): -The-£en tre-of-the-islend-has-not-been-inhebit-ed-5 in€e_fiffy-yeeFS7 v The centre of the island has not been inhabited for fifty years. X -T-h€-GentFe-of-the-islend-has-not-hee n-inhebi-t-eeJ.-for--(the-elJFthque-ke-eff_l-9fj� v The centre of the island has not been inhabited since (the earthquake of) 1 952. for Since X
do not use the present Simple or contin uous with a state that began in the past:
and
X
when we refer to
My--feml1y-lives-l-is-living-in-this-. €ountFy-sin€e-I_9+& My--f(JfIJ-ily-li-vesHs--living-ih lH is--€eunfFy.-tOF-OVeF-tW€Aty-yetJ-F5., v My family has lived in this country since J 9 78/for over twenty years. since X
o In
the examp les above is a prepos ition. When we use it as a conjun ction, we usually use tile past simple after it:
o The
You 've been really moody ever since that letter arrived. What's wrong? for We are staying here for another three months. (110- 4.3A)
62
presen t contin uous +
expresses a present situati on contin uing in the future:
We also use the presen t perfect to talk about action s which happe ned in the past but may happe n again in the future . The period of time in which the action took place is unfinis hed, so it may be repeated. The action may have happe ned only once: I 've only been to Hong Kong once, but I 'd love to go again. (My life is still contin uing, so I may go to Hong Kong again.) Or it may have happe ned several times (i.e. a repeated action ): NASA has sent probes to various plane ts in the system. (and may send more) Some times we know the time is not 'finish ed' becausolar se of the time phras es we use: This channel has shown abou t four wildlife docum entaries this week !
announced that its pre-tax profits will be down by seventy per cent. , " 'Have they announced the date yet?' 'No, they still haven t made up their minds. already yet X We've-yet-seen-the-film../:JuHhey-heveH-'t-5e en-;t-<1lreedy, v We 've already seen the film but they haven 't seen it yet.
4) We
X l--f/ever-been-t-e-Medeme-s -:FtJ seucJ+. v I 've never been to Madame Tussau d's .
o We
Afjafhe--(;hFistie-he-s--wFitten--e-lwge-numeer-ef-thFiller-s7
. We use the present perfect after superlatives, e.g. the best/worst, the greatest, ordlllal numbers, e.g. the first (second, third) , the only , often followed by ever:
P R E S E N T P E R F ECT S I M P L E
3 . 1 A We form the presen t perfect simple with has/have and a past partiC iple (110- 2.3A) : Form There has been a serious decline in the number of
.
John Grisham has written some of the most successful legal thnllers . Agatha Christie wrote a huge number of thrillers. .
o
use
with the affirmative but
� With the negative and I n questions.
It is possible in US English to use the past simple with these adverbs:
We already saw the film but they didn 't see it yet.
: ��
We can use tile present perfect simple to talk about an action completed in the past Wllich ilas some relevance to the present, e.g. there is a present result of the aC�lon: pr � The avalanche has devastated the skiing industry i n the area. (result " the skIIng relevance industry is still having big problems) We often use this form to talk about recent actions: . We con start the interviews now, as all the condidates have arrived. 'Has the government put up the minimum wage? ' 'Yes, it 's £4 per hour now Common adverbs with the present perfect in this use are just, recently and lately.. Has the sports centre increased its membership fees lately ?
We use just with very recent actions:
I've just made a nice pot of tea. Would you like a cup? . The wedding of Paul McCartney and Heather Mills has just taken place In Ireland. since for .. 3 . 1 .. 2 . 1
o We
or
do not use the present perfect with a definite time in the past (except WItil B). We usually use the past simple ( B) when we give a time.
M&-BFewn-has-arl'ivefi.-fle-lf-<1It-RfJur-eg&.-She's-weltmg-lfl-t},e-st·aff.-foem-: v Ms Brown arrived half an hour ago She 's waiting In the staff room
X
We can use the present perfect when the tllne IS Indefllllte, I e when no time IS stated especially when the past action has some relevance to the present: Ms Brown has arrived. She's in the staff room and IS ready to see you now.
3 . 1 E As the present perfect simple expresses relevance to the present, news broadcasts and Other uses reports often use it to introduce a story, before movlllg ll1to past tenses:. Former Tanzanian President Julius Nyerere has died at the age of 77 In a London hospital. He came to London in . . . .
Similarly, we often use it to introduce a new topic of conveJ'satlon:
I 've heard from Maurice - he's been in Australia for the last two months.
In time clauses (e.g. after, when) we use the present perfect with future reference: We 'll make a move as soon as the rain has stopped.
63
The use of the present perfect continuo us can suggest that the state or action may change, i.e. it is temporary. Compare this with the present simple: s. (unlikely to change) We subscribe t o o n e of the satellite TV companie companies. (not a fixed situation TV satellite the of one to ing We 've been subscrib we may change) With the adverbs lately or recently , we use the present perfect continuo us to talk about new developm ents which may be temporary: lately. ( She didn't use to.) Helen 's been spending a lot of time at tile club the present continuo us, to specify not for, + us () We use the present peliect continuo the duration of an activity which started in the past and is stili continuing:
P R E S E N T P E R F ECT A N D PAST S I M PL E - D I FFERENCES present perfect
3.2A 3.2B 3.2C
past simple
Unfinished state/action (� 3. 1 B)
Spain has governed the enclave of
Spain governed the state of Western
Ceuta since
Unfinished time (II- 3.1 B)
Sahara from
I haven't seen Keith this morning yet.
(It's . stili morning.) Present relevance (Il>- 3. 1 0)
I didn't see Keitl) at all this morning.
The Indian Government has imposed a
(It's now afternoon/evening.) No present relevance (tl· 2. 1 B)
Finished state/action (... 2. 1 B)
1 580.
to
1976.
=
yee·l's·-Flew, X I-fIm-leaFning··hew-te-filey-€hess-feF-three.. three years now. v' I have been learning how to play chess for
The Indian Government imposed a ban on
ban on tiger hunting to prevent the
tiger hunting arew years ago.
extinction of tigers.
3.20
1 958
Finished time (... 2. 1 B)
Definite time (III- 2.1 B)
Indefinite time (II>- 3. 1 0)
I've been to Eurodisney twice.
I went to Eurodisney in
1999
and
2000.
3.2E We use the past Simple, not the present perfect, to correct an i ncorrect belief or Beliefs and expectation, or to confirm a correct one : expectations X ·Jhe-eFea-is-far-·meFe-rtlfjfjed-and-wHd-then+heve-ex-pec;ted7 v' The area is for more rugged and wild than I expected.
() We do not usually use the present perfect continuo us in the passive:
red-€fJn/:inoously.· X .Jhe-peNent"s-J.leaFt-rate-has-been-being-menite rate continuously. heart patient's the g' monitorin been v' The nurses have
a situation 3.3C We can use the present perfect continuo us to explain a present result,In e.g. case, we this result. the than rather activity the on is Present or an appearan ce. The focus adverb: time a use usually don't relevance This test result is much better. It's
clear you 've been revising.
X She-is-justc-es-beeI:lNful-fl5-l-have-imegined7
I'm sorry the hall is in sLich a mess.
v' She is just as beautiful as I imagined.
(For a full description of uses of the past simple "" 2. 1 B.)
We 've been decorating.
Compare these examples of the present perfect continuous and simple:
P R E S E N T P E RF ECT C ONTI N UOUS
We have been trialling the n e w
3.3A We form the present perfect continuous with has/have + been + a present participle Form (-ing form):
software prior t o its release on the open market. We have completed the new software trial and are now ready to release it.
Bob Geldof has been doing a lot of
i
work for charities since the mid eighties.
(result)
What on earth have you been doing
3.3B Ongoing states and actions
to that child?
P R E S E NT P E R F ECT S I M PL E A N D CONTI N UO U S - D I F FE R E N C ES
We use the present perfect contin uous to talk about an ongoing state or action which began in the past and is still continuing or has j ust finished: Women have been speaking
3.4A
this issue for some time, witll mixed ' Where have you been ?' 'I 've been talking to Jenny. '
I t is common to use since or for with this use of the present perfect continuous:
I 've been looking into the possibility of early retirement since the reorganisation.
The simple form of the present perfect often focuses on the fact that an action is completed, while the continuous focuses on the fact that it is still ongoing: Simple: I 've learnt how to play chess. ( I can play chess now.) Continuous: I 've been learning how to play chess. ( I 'm still learning.) We use the continuous to focus on the duration of an action so we do not mention the number of times that we have done the action. With repeated actions we use the present perfect simple: •
64
present perfect simple
Completion (ill> 3 . 1 B)
This country has welcomed several
hundred refugees from Kosovo in the
aLit on
results.
•
) . . .. :.)
=
=
3.4B 3.4C 3.4D
last few weeks.
Repeated action (II- 3.1 B)
She has played with the symphony
present perfect continuous
Continuation (1)0 3.38)
Tllis country has been '!Velcoming political
refugees for many years.
Duration of action (1)0- 3.3B)
She has been playing with the symphony
orchestra three times tllis season.
orchestra all season.
People have eaten a lot less meat over
People have been eating less meat recently
Permanent situation (... 3. 1 B)
Temporary situation (II>- 3.3B)
the last twenty years or so.
because of the crisis.
I've done the accounts - here they are.
I've been doing my accounts all afternoon.
Focus on present result ((j;.' 3.1 D) Pages
7 0 and 7 1
Focus on the activity
3.3C)
for Round up of present a n d past tenses
X l.!.ve-been..c;al/ing-1jOI:l-five-tfme5.thfs-mfiminfjo-WheFe_heve-yeu-eeen?
v' I 've cal/ed you five times this morning. Where have you been?
6S
P ra ct i c e
The key to these exercises is on page 354.
1
Choose the p h rase or sentence (A or B), which correctly continues the text or dialogue. o
Only halfway through the football season and Manchester U nited yet again leads the Premier League. The situation could easily change, however, as . . A . . . most teams played only a third of their games so far. ® . . most teams have played only a third of their games so far. 'I must remember to call my parents before I go away on Thursday. I haven't even told them about the trip yet.' A ' Didn't you see much of them lately, then?' B 'Haven't you seen much of them lately, then?' 2 'What do you think of our new Finance Director?' A 'He's the most obnoxious person I ever met!' B 'He's the most obnoxious person I have ever met!' 3 We won't be able to move back into our house for a while. A Our tenants are living there for six months. B Our tenants have lived there for six months. 4 Today we're previewing the new album by the top Swedish band The Cardigans, who, as I'm sure you all know, are coming to the UK on tour next month. A The group released three albums so far. B The group has released three albums so far. S Another earthquake has hit the north-west of Turkey, bringing further devastation to the area east of Istanbul, which is still suffering from the August earthquake. A The latest tremor measured 7 . 2 on the Richter scale. B The latest tremor has measured 7.2 on the Richter scale. 6 Pipeworks regrets the current inconvenience to residents of Kelvin Close. A We have lowered the water pressure to allow essential repairs. B We lowered the water' pressure to allow essential repairs. 7 Investigators into the recent air crash have released their findings, which show a fault in the engine cooling system of the aircraft. All major airlines . A . . . grounded aircraft of the same type for tllOrough checks. B . . . have grounded aircraft of the same type for thorough checks. 8 The seventeenth-century writer Cervantes is often considered the father of the modern novel. Most people only connect the name with Don Ouixote, though Cervantes A ... was a prolific writer. B .. has been a prolific writer. 9 'With so much money being poured into medical research every year, you'd think that more breakthroughs would be made. ' 'But breakthroughs are being made. A Didn't a Colombian scientist discover a cure for malaria last year?' B Hasn't a Colombian scientist discovered a cLire for malaria last year?' 1 0 Most visitors to the prison are pleasantly surprised by the environment. A It is far more open and greener tilan they have imagined. B It is far more open and greener than they imagined. .
66
similar a s possible in mean ing to the For e
,There's a cake in the oven. . ... . . . .. J.'w:jlY.t.b�PY..CAtk:.. . baked t M ost of the workers started here in 1 996, when the factory opened. .................... since 2. The guest performers are all here now. .
arrived
.
.
.............
.
3 We visited the new theme park three times last summer and we intend to go this summer too. It
have
Everyone in my family knows the basics of First Aid.
. . . .. . . . . . .. . . ... . . . . . ... . . . ................... 5 ,The latest novel by the young I ndian writer Arundhati Roy is stunning. It's her best to date. · . ..... ....... :' .ever 6 There i s n o decision from the panel yet about the technical irregularities. decided ............... learnt
.
3
.
..
..
..
.
.
..
.
.
.
...
. .
.
.
"
.
. .
3.3, 3.4
Match each sentence ( A a n d B ) i n the pairs below with its meaning. o
A I've been reading the book you lent me on genetics. I 've read the book you lent me on genetics. 1 I 've finiShed the book. 2 I'm stili reading the book. A The finn gives company cars to junior managers. B The firm has been giving company cars to junior managers. 1 This is the company's usual policy. It's unlikely to change. 2 This isn't the company's usual policy. It may change. A Something has been killing the rabbits in the woods. B Something has killed the rabbits in the woods. 1 There are no rabbits left in the woods. 2 There are some rabbits left in the woods. A Monsanto has placed some adverts in the national press. B Monsanto has been placing adverts in the national press. 1 This was a one-off publicity move. 2 This is a continuing pUblicity campaign. A 'Hi, Fiona. What a mess! Have you been decorating?' B 'Hi, Fiona, This room looks great! Have you decorated it?' Fiona is in the middle of decorating. 2 Fiona isn't decorating any more. A A group of us have learnt how to play bridge. B A group of us have been learning how to play bridge. We're still learning. 2 We can play it now.
,. B
2
3
4
S
o o o o o o o o o o 67
Complete the text with phrases from the box.
contained existed fou nd ',lias alloV'{ed, \,liave been drgging lias bee n trying ' has ' been 'haye been fourid have unearthed has d iscovered walked 0ere discovered ,
"
;,\,,,,
.
has produced perished
"
Palaeontologists in New Mexico ( 1 ) . . . . . . . . the remains of at least one d i nosaur from the late J urassic period . T h e palaeontologists, from Canada, (2) . . . . . . . . in a formerly unexplored part of the Morrison Formation - a vast fossil bed - for the last eight months . Early last week one of the group (3) . . . . . . . . a section of rock which (4) . . . . . . . . a n umber elf bones from one, or possibly more, large herbivorous dinosaurs. Since then, the group (5) . . . . . . . . to release the bones from the rock and piece them together. The palaeontologists believe that the bones may form a whole d i nosaur family. It is possible that the whole family (6) . . . . . . . . while trying to protect the young from predators. According to Bryce Larson , the group's leader, the bones are from a l a rge brachiosaurus. These animals (7) . . . . . . . . approximately 1 50 m i l l io n years ago and are counted amongst the largest d inosaurs that ever (8) . . . . . . . . the Earth. Other brachiosaurus remains (9) . . . . . . . . in t h e Morriso n , but these latest bones are very l a rge and may prove to come from the largest dinosaur anyone ( 1 0) . . . . . . . . to date. For a long time the Morrison Formation ( 1 1 ) . . . . . . . . one of the most productive fossil beds in the worl d . S i nce the first bones ( 1 2) . . . . . . . . there in 1 87 7 , it ( 1 3) . . . . . . . . tonnes of material. The Morrison, more than any other fossil bed, ( 1 4) . . . . . . . . u s a n i nsight into the late J u rassic period i n North America. I t seems that the latest find could reveal even more about the giants of the J u rassic.
Read this biography from a movie magazine. Complete the text with the verbs in brackets i n the past simple or present perfect (simple or continuous).
Mel Gibson ( 1) . . . . . . . . (be) a major f i l m star now for ' more th a n twenty years. In this ti m e he (2) . . . . . . . . (become) one of the most respected Hol lywood actors and he (3) . . . . . . . . (now start) a successfu l career in fi l m
• directi ng, as wel l . Gibson (4) . . . . . . . . (be born) ill the U n ited States ill 1 95 6 but his fam i l y (5) . . . . . . . . (move) to Austra l i a in 1 968. He (6) . . . . . . . . (completel h is school educatio n in Sydney and (7) . . . . . . . . (begin) his a cting career there, in the National Institute of Dramatic Art. He (8) . . . . . . . . (appear) i n several Austra l i an TV series, but (9) . . . . . . . . (get) h i s bi g break i n '1979, i n a fi l m called Mad Max. H e ( 1 0) . . . . . . . . (since/make) two more 'Max' fi lms.
68
He (l'1.) . . .. . . . . (go on) to make several·other su ccessfulfi l nls . i n Austra l1a, Jor example, Ga/lipol;, before he (12) ..... , . , (m ove) to. ... .. . ' ' , H o l l yw ood . . . .' . . . . . Gibson (1 3) . . . . : . . . (mflke) .r:n o re . �h an thirty .·. . fi l m s, m a ny of whi ch ( 1 4) . . . . . . . . (be) great comil1ercial successes. 'He, (1 5)' . . . . . . .. (never/be) afrai d to take. on chaJJei;1ging role s, s ucb as Hamlet and , The Man without a Face, which also (1 6) . . .. . . . . (m arkl his iJ,irectori,a.l d eb ut . He ..• . . .. ( 1 7) . . . . . . . . (direct) fi l ms . fo r the l ast few ye a r� . To date he (l 8) ........ tdireCtr three successfu l films. .. Unusually for the turbulerit world of .. Hol fywood romarrce, Gibs on (1.9) . . . . . . . . (I i ve) with the :same woman for ol(�r tw;enty,yE!ars .,.. his wife Ro byn , whom �he (20) . . ; . . : .. (marry) i n 1 980. U p t() the p resenttime; they have seve n c hi l d ren .
6
ALL
T
ee n asked to prepare a short biography of Bruce Willis for a movie magazine. Read the " IOU have b . set of notes. Use the past Simple and Antes be. Iow an d write one sentence only for each numbered . . .. (simple or continuous) of the verbs III brackets, and appropnate I'III k'mg wor d s or ct e , rf pe ..�esent . . Pr h rases. YOU may add words and change the form of the words given III the notes, but do not a d d P extra information. The first point has been expanded for you as an example (0). (Vau may "Ish to use the biography in Exercise 5 to help you . ) �,"y. alsO \, o I .
2
3
4
s.
7 8,
9
10 '
I 2 3 4 5 6 7 8 . 9 ,10
Bruce' WilliS - (be) lMa;or us fillM k TV star - allMost 7.. 0 years (becolMe) o�e of 1M0st hiqhly paid /tollywood actors; (write) fillMscripts
bor/ll fiferlMa/ll Y 1:1:;:; - father i/ll us arlMy k 1M0ther fiferlMa/li falM ily (lMove) back to USft (New Jersey) 1:1S1
,
•
• ; '. ' •
"t J
" fJ4
(qo) MO/ll tclair State Colleqe New Jersey - (qet) role i/ll play 'HetIVel1 tmti ttfrtl(; ((cave) school k (start) acti/ll q
1st lMaf� role ::: 'David Mdiso/ll i� 'MtJt7111i9Ittil1ff (hit TV show); (wi/ll) flMlMys a�d fifolde/ll fiflobe awards for role 1st hit fillM ::: 'Pie Htfrti� 1:1gs; (lMake) two seq.uels si/ll ce the�
(star) lMai�ly viole�t actio/ll fillMs Sf�Ce 'Pie Htfrti/; also (lMake) differe�t types of fillM - 'Twelve Mt?I1/<.ey's/ (1:1:1:;), ' Tlte Sixtlt JeI1'se/ (1:1:1:1) (lMake) 10+ fillMs, lMa�y (be) cOfMlMercfal suCCess
(have) severe stutter eVer s i/liCe Childhood; actf/llq (heip) hifM subdue it /IIot a problefM i� fro�t of audie�ce (be) fMarried - 'DelMi Moore 10 years - separatfo� 1:1:1S; (have)
3 childre� toqetl1er
.. ....... ..
69
P resent' arid' past 'tenses '
, :, � �
use
example
present
truths and facts
British people drink a lot of tea,
repeated events/actions
The Blairs take their slimmer holiday in Tuscany,
past actions which n o longer take place
actions true at time of speaking
I'll be with you in a minute, I'm just finishing
ongoing states and actions
temporary actions
She's staying in the Waldorf Astoria this time.
series of events present continuous
states in a process of change
repeated events/actions within a temporary time series of events in progress at time of speaking past simple
past continuous
I
past perfect simple
past perfect continuous
used to
+ Infinitive
70
"
form
simple
,I
'
...
You cross the road, go t/lrough 0 gate . something in the kitchen.
example
ongoing times, or actions which may be repeated in the future
Britisll summers are getting hotter.
We would get up early every Saturday.
t
The manor house has stood on lJis spot for over two hundred years.
Tllis channel has shown four wildlife documentaries
2.58
3. 1 8 3. 1 8
so far this week. Grisham has written some of the most successful legal thrillers.
with superlatives
It's the worst sports programme I have ever seen.
3.1 8
in hospital.
with adverbs
I have seldom experienced racism in athletics.
3.1C
They 're now entering the back straight ,
past action with present relevance (e.g, result)
Tile p ower surge has broken my computer.
3. 1 D
I'm feeding the neighbour's cat this week while she's
55 Be.
completed past actions
Julius Caesar invaded Britain in
past states
The Incas didn't have a written script.
actions in progress at a time in the past
use
We didn 't hear him come in because we were sleeping on the top floor that night.
recent actions
I 've just made a cup of tea.
3. 1 D
with time clauses
We 'll make a move as soon as the rain has stopped.
3.1E
ongoing states and actions
Women have been speaking out on this issue for
3.38
some time,
ongoing actions/states which are temp orary or may change
She 's been drinking a lot less recently.
3.38
focus on the duration of a continuing action
I 've been learning to play chess for three years now.
3.38
past temporaryl changing situations
His symptoms were becoming more pronounced as
past background situations
Night was falling over the beleaguered city.
recent actions
I 've been talking t o Jenny.
3.3C
past interrupted actions
They were crossing the bridge when the eartllquake struck.
explaining a present result (focus on the
I'm sorry the hall is in SUc/l a mess. We 've been
3 .3C
past arrangements
Nancy was taking the next flight.
activity)
actions/states before a time in the past
province.
time went by.
By the third month the rebels had taken most of tile
an earlier action in a past sequence
When we got back the babysitter had gone home,
unfulfilled i ntentions
TIley had hoped to reach the summit but Travers fell ill.
an ongoing situation up to or just before a time in the past
He had been dreading this meeting for weeks.
past actions which no longel' take place past states which no longer exist
decorating.
" ,, ' ,
Did you use to get free milk at sc/100/7 Lithuania used to be part o f the Soviet Union,
-.>
2.58 2.5C
71
g
Th e fut u re ( 1 )
Note that we do not usually use the passive with this form: T-he-pFep05£f/-wHl-be--being-pr-esented-at--tiJe-neK-t--meet1Rg-, v The chairman will be presenting the proposal at the next meeting. g We do not use the verb be in the continuous: X Sheiley-will-be-being-iFI-MeFe€C-e-t,!Jis-time-temoFFow. v Shelley will be in Morocco this time tomorrow. We can also use will/won't be + verb -ing (and will/won't + infinitive) to make a 'prediction' about something we believe to be the case now (� 1 8. 1 C): You can't interrupt her fJOW. Slle 'lI be getting ready to g o o n stage, won't she? 'WllOt's that noise? ' 'It'll be Ron fJext door. He 's learning to play the trumpet. '
English does not have a 'future tense', but uses a variety of forms to talk about the future. The choice of form often depends on whether we are making a prediction, expressing an intention or talking about an arrangement. This u n it looks at the use of will, be going to and present tenses to talk about the future. (For other ways of talking about the future � U nit 5 . )
4. 1 A
will/won't + infin itive
4. 1 B
be going to + infinitive
P R E DI CT I O N We u s e wi/l/ won 't (the future Simple ) to t a l k about predict ions which a r e based o n guessw ork, analysi s or judgem ent. W e u s e will/ won 't with a l l person s a n d with person al a n d i mperso nal subject s: • Person al: We 'll still be here in twenty years. • I m person al: Will interest rates rise in the next few weeks ? We often use will to predic t an event whicll we think will happe n becaus e similar events have happen ed in the past: He 'll be in prison for a long time. (Simila r crimes have attract ed long senten ces.) The laptop battery will give you about two IlOurs ' continuous use. (This is what previo us batteri es have done.) We can use shall/shan 't with I and we, althoug h this is becom ing dated now: I shall never get the lJang of these new WAP phones. g We do not use shall/shan 't with he, she, it, you, they for predict ions: X Ue-shall-lilfe-t-he-idefr,-l:.m-slil'€7 v He will like the idea, I'm sure. We also use be going to + i n fi nitive to make a predic tion, especi ally if there is eviden ce in the presen t to justify the predic tion: The Roses are already a popular band and they are gOing to be massive! X beef;-ff�Ehese-l3le€k-EIeud��will-Fain, v Look at those black clouds. It's gOing to rain.
g
It is possible to use will with p r� sent evidence, but we usually use a n adverb: Look at the sky. It will probably/ definitely rain later. With be going to there is often a strong link
4. 1 C
will/won't be + verb -ing
4.2A
We use will/w on't be + verb -ing (the future contin uous) for a tempo rary action i n p rogress at a particu lar p o i n t i n the future : This time next Tuesday afternoon I 'll be lying on the beach! i
NOW (this Tuesday afternoon)
future
i
be lying on the beach
(next Tuesday afternoon)
.... /'/1
->
Compa re this with tile presen t contin uous for a tempo rary action in the presen t: It's Tuesday afternoon and I'm lying on the beach.
past
present
i
NOW
future
i (the operation)
i MAY
DEC I S I ONS AND I NTENTI O N S
will/won't + infinitive
present
We use will/won't have + past partici p l e (the future perfect) to make predictions about actions which we expect to be completed by a partic u lar time i n the future: He 'll have had the operation by May and sholiid be a lot fitter then.
We usually use a time adverb/phrase (such as soon, by then, within the next week) with this kind of prediction. Tile times can be very close to 'now', e . g. You con have my report by the end of the morning. In fact, 1 '/1 have finished it wit/lin tile next hour. We use will/won't have + been + verb -ing to talk about a n action which is sti l l ongoing at a point i n the future, to focus 011 the duration of the action: We 'll have been living in this house for twenty years in December. With verbs such as live, work , stay, Wllich contain the idea of continuity, we can also use will/won't have + past participle: We 'll have lived in this house for twenty years in December. g We rarely use this form in the passive: X By-dwy-Ehe-heuse-wiH-have-been-being--built-fer-Cl--year7 .... By July they will have been building the house for a year.
with the present, and the prediction is often about the near future: Look out! You 're going to spill the wine!
pa st
72
4. 1 0
will/won 't have + past pa rticiple; lviii/won't have +. been + verb -ing
X
4.2B
be going to + infinitive
W e often use will/won't + infin itive (the future simple) t o talk about a decision made at the time of speaking: Oh, our guests are here. I 'll go and sort out some drinks for them. You look tired. 1 '/1 cook dinner tonight. (I>- 1 8.4A) In questions asking about decisions, we can use shall (with I and we only): Shall I see you next week, then ? In speech we stress will/won't to indicate determination, especially when the action is decided on or the determination is strengthened at the time of speaking: I !1!.i1l come with you at the weekend, whatever my parents say! After what has just happened, I wonJ believe a word you say again. g We do not usually contract will to 'II with this use, as we usually stress the auxiliary verb, but we can make the contraction when w e stress a n adverb: He '/I never agree to that! We use be going to + infinitive for intentions (i.e. for actions that have already been decided on) : He is going to study environmental law next year.
73
We can use be going to for impersonal intention, e.g. of an authority:
C) We
OTH E R FUTU R E M EAN I N G S
The Government is going to increase VAT in the budget. be going to go come:
usually avoid
with the verbs
and
[I'm going to go home now. Are you gOing to come?]
v' l 'm going home now. Are you coming?
We stress be or not to express determina tion about something we have already decided on:
I am going t o leave. I 'm n o t going to stay here forever, so don't try to make me!
A R RAN G E M E NTS
4 . 3A We use the present continuous (j>- 1 .2) to describe an event in the future which has Present already been arranged by the time of speaking: contin uous We're seeing a musical at the theatre next week. ( We've got the tickets.) Compare this with the use of be going to: We 're going to see a musical at the theatre sometime next week. (not arranged yet; the focus is on our intention) We usually use the present continuou s for future events whicll involve otller people and where we have made some form of commitm ent, e.g. by buying tickets. However, we can also use this tense for arrangem ents that don't involve other people. In this case, we see it as an 'arrangem ent' the speaker makes with him/herself:
11metables
eleven thirty.
' 4.4B We use will/won 't be + verb -ing fo r future events we see as certain because they are Routine part of a routine, especially when the event continues for a period of time, e.g. a el/el1ts i n the festival, a meeti ng: Winston will be performing with his steel band every night of the music festival. }uture We 'll be having our weekly meeting tomorrow so / ,11 present your proposal then.
The focus in the last example is on the routine nature of the weekly meeting. Compare this with the use of other future forms (ali correct English). The present contin uous focuses on the arrangement rather than the routine:
=
We 're having our weekly meeting tomorrow instead of Friday this week.
The present simple presents the meeting as part of a timetable:
We have our weekly meeting tomorrow so I 'll present your proposal then.
We also often use
C) We
Computer City IJas announced that it is opening four new shops next month.
cannot use this tense with events which are beyond human control, e.g . the weather, because these events are predictions, not intentions or arrangements (II>- 4. 1 ):
We use
verb
4.4C We can make predictions, intentions or decisions stronger or weaker by Llsing certain Qualifying adverbs, for example definitely , certainly , probably, possibly (�" 24.3C): She 'll definitely make a fool of herself future forms The lecture probably won 't start on time - they rarely do here.
/'m definitely going to look for another job now!
I certainly won't give you a lift to the station
We can also use will/won 't b e + verb -ing (the future continuou s) to talk about events that are a result of or part of an arrangeme nt made in the past:
I expect she 'll call us from the airport. The Association guarantees that 500 tickets will be available on the day. I won't pass the exam )
'How about joining us at
We usually show negative meaning (e.g. sentence with the introductory verb:
essential track repairs.
Will you be staying long?
is, in fact, little difference between this and the use of the present continuous for arrangements. The use of will/won 't be + verb -ing acts to distance the arrangement a little, making it more fixed and less open to change. 4
at the beginning of the
[I think I won 't pass the exam. ] v' 1 don 't think I 'll pass the exam.
With this structure the future event is seen as arranged , so we use this as a tactful way of asking about someone's plans or refusing an invitation: C) There
it's only down the road l
We can show our attitude to the future event by using an i ntroductory verb, for example think, expect, hope, doubt, suppose , promise, guarantee:
the cottage this Sunday ? ' '017, we can't. We 'll be coming back from Edinburgh on Sunday. We're visiting Julianne. ' Trains won't be running between East Putney and Putney Bridge this weekend due to
I 'm sorry, I can't come to your wedding as I '/I be working on that day.
to express statements of fact about the future:
,
v' It's going to snow tomorrow. /lt will snow tomorrow.
will/won't be + -ing
to say that an event is inevitable:
will/won 't Next week 1 '1/ be 2 1 . The sun will rise at 5.30 tomorrow morning.
)( WS-5RGWing-temeFF0W7
4.3B
verb
will/won't be + -ing I 'll be seeing Mr Kennedy at the court tomorrow - he's always there on Thursdays so we can discuss your case briefly then .
I 'm staying in tonight. I've got loads of paperwork to do.
The focus here is on the 'arrangement', i.e. there is no suggestion that the speaker wants to stay in, which is the case when we use be going to. Compare: I ' m going to stay in tonight. (focus on intention) We also use the present continuous for impersonal plans:
The tour departs on October 1 1 th far 15 days and costs £495. The car comes at eleven to collect the guest speakers and they arrive at the hall at
We can use the present simple to talk about timetabled events:
4.4D
lime clauses
In time clauses (starting with when, after, as soon as, once, until) , we do not use but we use a present form:
will/won't,
)( Wonlt-the-poFk-leok-fjoee-efl€e·{he-neW-fFees-wiJI-r-eaeh--me-t-ur.j.tlf?-
v' Won 't the park look good once the new trees reach/have reached maturity ?
Effective penal reform will not be achieved until the government takes it seriously. iii'
Pages
86 and 87 for Round up of future forms
7S
P ra ct i c e 1
The key to these exercises is on page 355.
4. 1 , 4.2:,=
Complete the dialogues according to the cartoons and using the verbs in brackets . Use willlwon 't, + verb -lIIg, ' williwall ,t have + past participle or be goillg to.
WI'//1wall 't be
.
2 dEmm=
the sentences below, one or two of the options (A-C) are appropriate. Circle the letter In e ac h of you choos e. for the optlon(s)
!.
'yo ur son has been with his girlfriend for a long time. Any sign of wedding bells?' 'We ll, I ' m not sure, but I think he ... her to marry him on their holiday next week.' B will ask C is going to ask A asks :2 'Can I have your report this afternoon?' 'This afternoon? 011, I don't think I . . . by then. ' A" lI have finished B 'm finishing C '11 b e finishing the waiter. He's carrying too much. He ... all those plates at 3 Look B 's going to drop C ' I I be dropping .A 's dropping 4 '00 you want to go to the cinema tonight?' 'No. I 'm too tired. . . . an early night.' B will have had C 'm going to have A 'm Ilaving � Nobody supports my plan to climb Everest. But, believe me, I .. . it! A 'm going to do B will do C 'II have done -6 'I'm really worried about Susan. What do you think has happened?' �Don't worry. She's probably just caught in traffic. I'm sure she . . here soon. ' A will b e B i s being C will b e being 7 Here's a letter from our holiday representative. They .. a reception in the bar tonight at eight. A are holding B will have held C are going to hold 8 It . . all day on Sunday, so the party will be in the house, not in the garden. A will be raining B is going to rain C rains .
o
' Can you come to a meeting at three this afternoon?'t.{JOl,!/t.fu: f:z:e4: 'Sorry. I t/(e'.f0ij. . . . (finish) all this work by three.'
4
' I s that the phone again?' 'It's all right Mum. I . ... . .... (answer) it!'
.
.
5
'What can you tell me about my future? 'You . . ...... (meet) a handsome young man!'
'What is it?' ' He's got a gun. He says he ......... (shoot) someone!'
3
For each of the sentences below, write a new sentence as similar as possible i n meaning to the or@nal sentence, but using the word given. This word must not be altered i n any way. The sentence must include a future form.
' 0 . 2 3
2
'What's happening up there?' 'He . . . . . . . . . . (jump) off the building!'
6
'Where's Mum with the shopping? I'm starving!' 'She'll be back by eight. Wait and have dinner with us.' ' Eight! No way! I . (die) of starvation by then l '
4 . 5
76
guarantee
.
.
.
.TMdMjt.Hf(1,.(:l; j;« if.s.:'JUMiWJ;�.tfw;.C#f.t;Qmer.f.wiIk.bf
.
Let's stop playing soon - our opponents have so many more points than we do. ��
. . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .. . . . . . . . . . . ... .
.
Our plane's departure time is at 6 . 3 0 in the morning. leaves
My great-grandmother celebrates her hundredth birthday next year.
old
It's unlikely that humans will ever be able to live on the 111 00n. . . . . . . . . . . . . . . . . . .. It's my parents' twenty-fifth wedding anniversary next Saturday.
think
.. ................................. Come along next Monday afternoon - the band always records on Monday afternoons. will ...... . . . . . . .. . . . . . . . . . . . . . . ..... . . . . . We are one hundred per cent certain of the success of our proposal. certainly ........................................ The government expects another six thousand people to be in work by the end of the slimmer. found .. ......... . Do you have any idea of your arrival time on Friday? arriving . ... . . . . . . . . ... . . . . . . . . .. . . . . . . . . . Our daughter has got a role in the school production of Miss Saigon next month. . . . . . . .. . . . . .. . . . . . . . . .. appearing .
8
'Is it next week that you're on holiday?' 'Yes. This time next week I . . . . . . .. . . (sail) on the Mediterranean.'
The manufacturers are certain of a high level of customer satisfaction with this product.
married
6 7
3
4. 1 , 4.3, 4.4
9
.
10
.
.
.
.
.
...
.
..
.
.
.
..
.
.
.
.
.
.
...
.
. .
.
.
.
7
Complete the dialogue with verbs from the box. Use suitable forms with future meaning.
PAM
ALEX PAM
JOHN PAM
ALEX PAM
JOHN PAM
JOHN PAM
ALEX PAM
JOHN PAM
a rrive
w � finish (x2) . have have to . meet (x2) pick up ' o'rk Can we fix a time for tile next meeting? How about the 1 2th? That's after the sales conference. I thought something was happening on that day. Oh yes, you're right. The people from Head Office (0) .......M:e:.(.(J.I1f.� .... What time ( 1 their plane) . . . . . . at the airport? (an we have the meeting i n the morning? . . . . available at all that day. No, it's all arranged. I (2) . . them at half past ten, so I ( 3 ) Well, let's have the meeting earlier in June, then. The sales conference (4) . on the third, doesn't it? Yes, but we need John's annual figures for the meeting. How are they going, John? I ' m afraid I haven't started them yet, but I ( 5 ) . . .. on them next week, gathering information. (6 they) . . . . ready early in June? Well, not really. I (7) . .. .. them by 1 0 June, but I don't think they (8) . ready before then. SO, we're looking at the week starting the 1 7th. How about two o'clock on that day? Difficult. I (9) ... . . . lunch with the sales manager of Bowman's. (auld we make it three? John? Yes, but I (1 0) . ... the children after school that week, as usual when the nanny's away, so I ( 1 1 ) . . . . . . . . . . leave here at five thirty. Is that OK? I think so . Right, so we ( 1 2) . . . . at three o'clock on 1 7 June, in the boardroom. be (x3)
-
. .
il in the Andes f�ing . Inrk. RawliI!i; and his team are st l c10se to the big i:'d mana � to . get quite P IIDy', il pun:i3;.The{!la\te i nstal ment of this ln r s�rn.m� last ·the f.er r '( �st tr r be : 1I1 11ild gain tly curreri ds yeIin) rl1rk-'� video q,i\li'y,' litOestribeSihOW are :-""
.
,
. .
pending
team a. IOI�;pf�f:�th a, ,; W�te;. SCl¥ar� : �d hiScase, they th� ls hat ft I Qgi pprj t s in i1J CJ ; ,: � (0) sl1e !hal ly to unlike are t4�y , InJ�CI much or:her !.)yer,th� wil1te,r. IJ mas, P as anywa ll over . y" (2) winter see much of 11.:runtllcthe,
.
.
.
. .
SUtt:
.
...
.w like most of the'latge, qatN, te,ndtCl hide away egnant she (3) . the cubs by early March IS bad. If Penny is pl' s later. Although Mark and ,the (+) .;, the den about three month ..
..
o
( 1 -9) with the replies (A-J) , then complete the replies with the verbs
There's someone at the door. 1 Mum, I want to get away from John for a while. (an I come and stay with you and Dad? 2 Anything interesting on the news? 3 (an I come round and see you this evening? 4 Have you got any plans for a new TV series? 5 Is your steak tough again? 6 Oh no! It's nearly half past and my train's at quarter tol 7 Have the management made plans to review salaries? 8 Is the circus timetable sorted out for Saturday? 9 Have you thought about your day off next week?
.
.
. .
daub
whether she (5)
hen the. weather
..
;
,. out w hunt much)n the nextfew fUming the team (S) months. be (6)· . IIntii''she (7) .. . Once y. grizzl the down k c ra t to ca Ameri Noith P��IlY, they (9) to ment! assign nt pleasa a, such . , (10) ark M but: , \)eIIr
in
.
. .
....
:
.
... .
.
llil o o o o o o o o o
Yes, they've started the Anglo-Irish tunnel and it . . (be) ready two months early. Yes, the clowns (start) at eight and then it's the lion tamer at !lalf past. It is. This time I . .... (complain) to the butcher. Don't get up. I . . . �((tY.({�r. . . . . (answer) it. E No, sorry. I . . . . . . . ... (watch) the football highlights tonight. F They . . . . . .. . . (look at) salaries as usual in the end-of-year review. G (ome on then. I . . . ... (give) you a lift to the station. H Oh yes, I .......... ·(waterski) next Friday afternoon while you're all working. Yes. We . . . (film) a new series next year. We've already found the locations and booked the actors. J Of course, dear. How long do you think you . . . . . .... (stay)? 78
N atur:ew atch
. . . .
. . . .
.
Match the sentences brackets.
A B ( D
Read th e article and decide which word or phrase below best fits each space. Circle the letter of tJje option you choose. The exercise begins with an example (0).
.
-
�
ALL
6
,.,. ",,,, ,
o
A has !i. ,A will see { 'A is 3 A is having 4 :YA are leaving 5 A will come 6 A stays 7 A reappears 8 A will finish 9 A are going l O A thinks it is .
.
:?/�''':; , !. <.:,'.>
.,,, ,,, ,
® B B B B B B B B B B
.. _.... ' '-'" " .,
.
is going to have aren't seeing will be will have had will leave is coming will have stayed will reappear have finished are going to go thinks that won't be
C ( ( ( C ( ( ( ( ( C
will have had won't see is being will be having leave will have come is going to stay is going to reappear will have finished go doesn't think that will be
.
.
79
Th e fut u re ( 2 )
Some adjectives contain the idea of 'in the near future', e.g. We tend to use these adjectives in more formal English:
imminent, forthcoming, impending. A decision from the judges is imminent. We will return to the law court as soon as we have any further news. o impending
We commonly use will, be going to and present tense forms to talk about the future (\I>- U n it 4). But we can Lise a number of other patterns, often with an infinitive, as well as verbs and adjectives that contain future meaning; these are described in this unit, along with ways of talking about the future when seen from a viewpoint in the past. EXP R E S S IO N S WITH FUTU R E M EAN I N G
+
S . l A We use b e to i n formal English to talk about official arrangements in the future:
b e to
The President is to I/Oid an official reception for the visitors.
infinitive This construction is common in writing, especially in news articles: o The
Crash investigators are to release their findings to the press later today. be President to hold official reception. be to if U n it 1 0)
verb is often omitted in headlines: We often use in clauses (\I>when we wish to say that the event in the if cI ,\use is dependent on the event in the main clause happening first: If B ritish tennis is to reach world standard again, both more money and more commitment will be necessary. (=
More money and commitment must be given first for British tennis to improve.) We can also use be (not) to + infinitive for formal commands and instructions: You are not to disturb the llead teacher while the inspectors are here next week. be to: These pills are not to be taken with any other form of medicine.
It is quite common to use the passive for instructions with
S. l B We can use be due to to talk about an event which forms part of a timetable be due to (II' 4 . 4A present Simple). We usually use a time phrase witll be due to: + infinitive Carriageway repairs on this stretch of t!Je motorway are due to start on 26th May. When we use be due to to talk about a future event, it is possible that the timetable may change, i.e. the event is not totally fixed, as is the case with be to:
New measures to contain asylum seekers are due to come into force on I st August but a case currently before the European court may delay this until the autumn.
S. l e We use be about to to talk about an event that we intend or expect to happen i n the Expressing the near future. The event may or may not be planned, but we often use about to when near future evidence in the present indicates that it will happen (be going to 4. 1 B): Ladies and gentlemen. Please take your seats. The performance is about to start. Hurry up, the driver says he can 't wait any longer. He 's about to leave without us. just: Come on! The check-in desk is just about to close .
We can stress that the future event is very imminent by adding
We use
only in attributive pOSition, i.e. before the noun:
X
+he-sen5ElfieR-ef-deem-W£I5-impeR(jiR9� v' No one could shake off the sensation of impending doom. o in an hour) X Geme-iFl,-W�Fe-en-the-peint-()f.-5ffiFfiRfJ··diflnfH'-in-twe-minutes�
We do not usually use time adverbials (e.g.
5. 1 0
Expressing probability and certainty
with the expressions in
5 . 1 c:
We use be likely to + infinitive to say that something in the future is probable:
The payment is likely to take ten days. Please contact us if it does not arrive witiJin that time. Be unlikely to + They 're unlikely to arrive before six. The traffic is always awful on Fridays. be sure (bound/certain) to +
infinitive means that it is improbable tllat something will happen:
We can use going to happen:
infinitive to say that something is definitely
The n e w timetable is sure t o annoy some o f the teachers when they s e e it. Your application is bound to fail if you don't get the divisional director's approval. not Don't worry about Dad he's sure not to find out about the loan.
In the negative we put
after the adjective:
This can sound quite formal, so in casual speech we sometimes rephrase it:
o We
Don't worry about Dad - I 'm sure he won't find out about the loan. be sure to be certain to
can use tllis way:
and
as imperatives; we don't use be bound to in
..bound-to-g.jve -me-a·€all-whe/1-yeu-eFr-ive-£/H�le-hofel,
X Be
v' Be sure/certain to give me a call when you arrive at the hotel.
VERBS WITH FUTU R E M EA N I N G
S.2A Some verbs contain an implied future in their meaning, i.e. we understand that they Main verbs relate to the future even though we do not use a future form: verbs decide, hope, intend, promise, swear anticipate, predict, envisage
structure
verb + to + infinitive
verb + noun! form
-Ing
verb + (noun)
arrange, expect, guarantee, plan, + to undertake +
infinitive
examples I hope to see everyone at the next Open Day. Do you swear never to reveal any of the secrets of the Magic Circle? We anticipate congestion on ali major routes out of London this weekend. Do you envisage experiencing any difficulty witiJ this machine? We're planning a stay of only three days. We expect to promote trainees within two to three
years of qualifying.
S.2B Many modal verbs can refer to the future, usually expressing a degree of pOSsibility or Modal verbs probability (modal verbs �. U nits 1 6- 1 8): Such financing opportunities may not be so readily available in the future.
80
Two other expressiolls used for talking about the near future are o n the point of and on the verge of. These both mean that something is about to happen. They can be followed by either an -ing form or a noun: Don't provoke your little brother. You can see he's on the point of losing his temper. Because of the erosion of their !Jabitats, some species are on the verge of extinction.
Rankin 's latest blockbuster might win the Golden Dagger a ward for crime fiction. Given their expertise and experience, the Swiss team should triumph in tomorrow 's fiRal.
8
F UTU R E I N TH E PAST 5 . 3A was/were +
going to
Sometimes we need to describe the future from a viewpoint in the past. We often use to do this:
was/were going to
Pra ct i ce
I was going to get up early this morning but tile alarm didn 't go off!
infinitive
1 1 . 30 p.m. y esterda y
6 t d y
a.m. oa
9 a.m. to day
(1)
(2)
(3)
i
i
i
1
Com pl ete these two short texts using the most appropriate expressions with future meaning. Here in Augusta the final day of the US Golf Masters (1 ) . . . . begin, and we could be (2) . ... . . . a historic win. Tiger Woods, who (3) . . . . start his bid for a place in the history books in forty minutes, could complete the grand slam - winn i ng all four golf masters tournaments in one year. Woods starts today in the lead and he is (4) ........ .. give up that lead easily. This is going to be an exciting day, folks, so be (5) . . . . book your place in front of the TV and settle down for a thrilling day's viewing! .
( 1 ) I intend to get up early tomorrow - this is a future plan. (2) The alarm doesn't go off. ( 3 ) I wake up late. My plan to get up early is now in the past. When we use was/were going to the plan is not usually fulfilled (i.e. it does not happen):
..
The fitness club was going to increase its annual subscription but so many members
( I t didn't increase the subscription.) However, it is possible to describe a past intention that is fulfilled. This is made clear in the context: Thanks for posting my letters. ' That's OK. I was going to post mine anyway. '
will be + -ing
+ -ing
will have
+
past participle
past participle
The Gabinet thought the crisis would have finished before the election.
is/are about to/due to
was/were about to/ due to
As he raised his arm she realised that he was about to strike her again.
is/are to
was/were to
We were to arrive at the airport at nine, where we were to have been met by the tour guide.
When we transfer present/future forms to the past, they keep the same meaning as they have in the present, that is we use the present continuous to talk about arrangements, so the past continuous also expresses arrangements: We were meeting them at the concert hall, but we didn 't know which entrance they
o With
was/were (due) to +
were waiting at.
(unfulfilled arrangement) present infinitive, we don't know if the event happened or not:
The Professor was to take up his cllair in October.
The exam results were (due) to arrive at the school today. We can ring tomorrow to
)
�
...
.
\
..
.
..
......
"':.
.
.
'
Filmirig (8) . . .
.
. .
...
.
...
..
.
.
.........
.
.
.
..
.
was/were (due) to +
t>omplete this conversation with phrases from the box. Use each phrase only once.
MAR\' I-IAR\'
NNA
ANNA
M'W\'
.ANNA MARY
ANNA
find out whether they have arrived.
However,
.
.
Little did we know that we would still be waiting in three hours ' time.
form
would have
+
.
Tile heating wasn 't working and we hoped that the repairman wouldn 't take long.
would be
form
.
success o(Otadicltor, Scott's last film. .. . . stalt in September, Tom Crui. c . commitments the other of . e . ' bti't becaus stnr opposite each oiher ili. . · I . join the set . . (9) are stars twd . . Uster. . Ridley Scott's ncw ,olockb . . yem·. qrie thingis certain: \3 interviews or p� s releaseS are . . . undl next witllthat combination of director and . hu!rumour has itmatth e' " (7) stars, the ftlm is (10) . ; ..... be a epit, i Romar anotber be filril will success! follo�ing hot on tbe beels .onlle
=
would
...
� OII}'WOOCL k:iilg aJ]d queeo an� JuUa RObeIts H
( I did post my letters.) 5 . 3 8 While was/were going to i s a very common way of expressing the future in the past, it Other ways is possible to transfer any form with future meaning to the past: of expressing present/future the future in form past form example the past We thought they were arriving before dinner, but present past continuous continuous they didn 't arrive until midnight. will/shall
.
.
protested tllOt it backed down.
82
The key to these exercises is on page 355.
perfect infinitive tells us that the event did not occur:
The exam results were (due) to have arrived at the school today but apparently the
� ANNA
e'l\pett Is sureJo
hopeS to guarantee to plans to should .
When do Brian's exams start, then? Well, he ( 1 ) . . ...... start them. The first one is tomorrow in fact. Do you (2) ........ him to do well? We think he will . He's taking nine subjects, and he's quite optimistic. He (3) . . . pass at least six of them - he's very good at those six subjects. We think that he (4) pass two of the others: French and art - he's studied very hard, but he's not naturally gifted in those subjects! We've got no hopes at all for music. He (5) . ...... fail it. I don't know why the school entered him for it. What does he want to do next year? That depends. If he does well, he (6) ........ stay on at school for two years and study sciences. Can he stay at the same school? Well, that's the problem. No, he can't, because his school only takes pupils up to sixteen. But we've just heard that they (7) . .. opening the new sixth form college in Fareham. We (8) . . being able to send him there, but we don't know for certain. And if he doesn't pass enough o f the exams? Well, he might leave and look for a job. Sandy - you know, my elder sister - says she (9) . have a vacancy for a trainee in her business, but obviously she can't ( 1 0) . . . . take him. We'll just have to see. . .
.
..
.
exam board has not posted them yet.
Pages 86 and 8 7 for Round up of future forms
� re on the point of antitdpate Is about �o is likely to
.
.
83
The result of our appeal against the parking fine should arrive in the post tomorrow. . . TM.ref!1?i:..oj.q!{-( .�ak.rJ.&«0A.tI:lkf."-Kl®&fi,f(?.if..c!-i1!c.fP};uL!(r.qf:i(. . . . . . . . . . . . due Do not disturb the chimpanzees during feeding time. . .
.
........... .... ....
.
(exampl e 0) , some have a some of the lines have a word that must be corrected I this letter e 000). If a l i ne is (exam�J correct are some and 00), e (exampl ord that must be replaced that word, a n d write nderline u d, correcte or d a tick (v). If a word must be replace Gorrett , put d. tile new, correct wor
;
For each of the sentences below, write a new sentence as similar as possible in meaning to the original sentence, but using the word or phrase give n . This word or phrase must not be altered in any way. The exercise begins with a n example (0) . a
ALL
5
.
'� ' l'H [ ' -
.
disturbed .
2
Turn that music down l It's so loud that it'll definitely wake all the neighbours.
-
Broadbank Uote,1
bound
3
Sunnyside Promenade Barton-an-Sea Hampshire
Scientists in the human genome project feel that they are about to discover the secret of life. ... .. .. discovering . . Will you promise that you won't get drunk again tonight? �� . ............ ......... . . . . . . . .. It is probable that the road-sweeping contract will be withdrawn from Dustbugs. . . . . . . . . . . .
4
.
5
.
.
.
.
.
.
. .
. .
..
likely to
6
Everyone in the village lived in fear of the volcanic eruption, which was imminent. . . .. .. .. .. . The designer believes that 11e will be able to finish the specifications by tomorrow afternoon. envisages . . . . .. . . I really don't think that the examiner will accept a handwritten script these days. ........ . . unlikely to Please make your purchases and proceed to a check-out. The store is going to close in five minutes. . .. . . . ... . .. . . about If we want medical research to provide cures for all known diseases, it must be adequately funded. impending . . . . . . . . . . .
7 8
Ja
It
.
. . .
.
..
...
. .. . . .. .
.
. . . . . . . . . . . .. . ..
9
. .
. . . . . . . . . . . . . . .. . . . . . .
.
. . . . . . .. . . . . . . . .
.
. .
.
.
.
.
...... .
. . .
.
.
.
..
' ' ' ,
,
. . .
.
. . "
.
.
..
"
, . . . ,
. "
..
is
5.3
';
.
Dear Guest that the hotel is � The M1lIlagementofBroaclbank Hotel wish to inform you a.s part of the year next toreopen � is It year. this er Decemb 5 tlos.e on
1
2
y
3
4
5 6 7
.8
10
a
'Look, the shoe shop has closed down.' I1!.'¥.j.o. 0fJ t b.IAf. � 'Oh, that's a pity. There was a pair of shoes in the window that I liked. 'Hi, Karen. It's Graham here .' 'Graham, I don't believe it! You m ust b e a mind reader! I was 2 'Where's Dad?' 'He's gone back to work. They had an emergency at the factory. ' 'Oh no! I've got some really tough maths homework and he was . . . .. . . . . . . .. . . . . .. 3 ' Ms Sandford . This is the police. We're trying to trace Frank Simmonds. I gather he works for you. ' 'Well, today was h i s first day. He was ................ .......... at nine this morning, but h e didn't turn up.' 4 'Thanks for coming round. I'm sorry, but ther' e's a spider in my bath. ' ' A spider! Is that ali? I don't believe it. And I'm starving! When you called w e were ........................ have dinner. ' 5 'Where's Noel? I thought you'd invited him?' 'We did invite him and he was . . . . . . . , but he has had to work late.' ...
.
. .
. . .
.
. .
o
.
' "
.
. .
.
.
. .
.
..
..
ll
12 13
14
15 16
. . . . . . . .... t/l. . ......
.. .......�
. . . . . . . . . . .v... Value.4U chain of hotels. for Hotel nk As ou know, the Listt';r.family has beIlllinvolved in Brosdba all of us. We realised. over t wenl)' carS Dow and the due c1:. Ure is a blow to finanCial support for the of kind some so.me. month! Ilgo thal w e will need:to 6nd and we were . go to this dOing of . ways at forthcomirig:seasoD. We started .to look addition of a .the with ' i: . . hotel the upgrade · to inpany o i:: w tk with :iD inveStmen! verge of sign II the on were We . complex sauna and. poQl gym'; wiiriIning hotel, but we were contraot, whl� was to allowed. us t IiUllll control of lhe Christmas cards as unable 10 complete the.deal on tlme: We were likely to send the spti!1g, but ,: u uilJ to all ·oUl' regular .clien . w1th. infon,nation .about. offers.for t ' be .abl� to set 'up '; to sure: �e. w� ' 'of:co�rs�, tb�t is', ��� .not po��ibIe: nfor unately,
.9
Complete the lines of each dialogue, using was/were going to, was/were about to or was/were to and an appropriate ending.
84
'00
000
.
.
.
o
. .. . . . . . . . . .
. . . . . . ......... .
-
-
ts
. another hotel in the near future; tbey The Value4 cba.in enYlsages re()ptn ithe hotel by 1 March, and us to thank yoti f()[ reinains just It ; t bappen that when .contoctyou o nre about for the.future· We for your SUPll0rt in Ihe past, and [0 wish you eve;y success at some point hoped t o be Ilble lo wote 10 you" with, new ' of a new venture in the not-loo..oiSlanl future,'
''
",
.
Ro u n d u p : U n its 4 a,n d< 5,
The future u se
'"
example
wilJ/won't
He 'll be in prison for a long time.
4. 1 A
a rrangeme nts officia l
The war will be o ver next month.
4.1A
ble tI meta
prediction personal i m personal prediction with present evidence prediction of an action in progress prediction of an action completed by a point in the future prediction of an action stili ongoing at a point i n the future
be going to will/won't be
+ verb -ing
Look at those clouds. It's going to
snow.
4. 1 B
This time tomorrow we 'll be sitting in
4. 1 C
a Tuscan cafe.
3.30.
will/won't Iwve
I 'll have finished this report by
will/won't have
She 'll have been working there for
+ past participle
been + verb -ing
25
--ion � e" pJ-
ning s with future mea
�
I
me diate future
ng with future meani
ma in verbs
be going to
They're going to take voluntary
decide, hope, promise, predict, etc .
mod al verb
redundancy. determination
on the poin t/ verge of
bound/sure to
speaking intention
about to
(un)likely to
verbS
I 'll get the phone.
be due to
4. 1 0
years next month.
will/won't
be to
adjectives
4. 1 0
intention decision made at the time of
exam ple
form
form
wilL give up smokingI
will/won't
I
be going to
I am going to give up smoking!
past future in the
4.2B
may, could, etc.
was/were going to past cont inuo us
arrangements personal
present
We 're taking a month off in tile summer.
continuous
Tile bank is laying off 200 staff.
im personal alTangement made in the past
wililwon't be
+ verb -ing
We 'll be coming back from Edinburgh
would
4 . 3A
-ing
would be + verb
4.3B
would have + past partici ple
4.38
was/were about
on Sunday.
Will you be eating with us?
tactful queries/reason for rejection
4 . 3A
to
1 '/1 be rehearsing tomorrow night.
was/were to other future meanings 'timetable' future
present s i m p l e
routine events
wi11/won't be
+
verb -il1g
statement of fact
will/won't
with adverbs to make stronger, etc.
al\ forms
The Royal Train arrives at 5.45 p . m .
Come for dinner - we 'll be cooking
was /were due
4.4A
to
4.4B
was /were to have + past
for six anyway. He 'll be
25
next week.
It'll probably rain tomorrow.
4.4B 4.4C
She's definitely going to the party. with verbs of hope, doubt, etc.
ali forms
We hope you 'll be able to come.
4.4C
part iciple
was/were due to have + pas t partic i p l e
et meeting. They are to hold a secr her at five. ct colle to due 're We to cfose. The check-in Is about
5.IA 5.1 8 5.1C
is on the point The building project of completion. inent. The decision is imm gnise me. He's unlikely to reco to fail if you nd bou Your venture is don 't prepare fully.
to buy the hous e. They 've decided not tomorrow. snow g ictin They 're pred
5.10
5 .2 A
to war. Tilis move could lead
early this morning. I was going to get up e arriving before We thought they wer dinner. here earlier. I had hoped you 'd get waiting for ages. be We knew we would s would have They thoug/Jt the crisi . finished before then you when you I was about to tell interrupted . . . at nine . We were to arrive
to start at 110If The concert was due past seven . was to have The Queen Mother rs, but she broke accompanied the otlle re. her hip the day befo nt started the treatme I was due to have dn't get to the yesterday but I coul the train strik e. hospital bec aus e of
5.28
5.3A 5.3B 5.3B 5 .3 8 5.3B 5.38 5 .3 B 5.38 5.38
5.38
I expect they 're going to increase the rate in the budget. in time clauses
present s i m p l e
/ ,11
it
He'll stay until y o u g e t here. leave as soon as
4.4D
stops raining.
87 �6
6. 1 C We use no to introduce negative replies: 'Have you been here before?' 'No, I haven 't. ' Uses of no We do not combine no with a verb to make a negative statement:
N egat i o n
)( I-hewHle-I3eefl-heFe-eefer-eo
There are many different ways of forming negatives in English. Although the most common way is with not, we can also use adverbs, quantifiers and prefixes to make the meaning of a sentence or a word negative. N EGATIVE STATE M E NTS
6.1 A We use not/n't with verbs to make the meaning of a sentence negative. We add an Using not auxiliary (do, does, etc.) in the negative present simple and past simple of all verbs with verbs except be, and the negative imperative of all verbs: affirmative
negative
imperative
Talk to me!
Don't talk to me!
be
He 's outside. We 're waiting for you.
He 's notlHe isn 't outside.
I like Colombian coffee. They finished early.
I don 't like Colombian coffee. They didn 't finish early.
perfect tenses
They have arrived. They had seen the film.
They haven 't arrived. They hadn 't seen the film.
modal verbs
We must leave soon.
You mustn 't leave yet.
infinitives
I told you to go.
I told you not to go. )( Itete!!I(')� dfJn'tgo. Not to stop now would be silly.
To stop now would be silly.
participles
Having seen the film, I understand tile hype.
Not having seen the film, I
believe, imagine,
'Has Susannah decided to call her daughter Brittany after all?' v 'I hope not! ' )( Of-£lolt!HIepe-P
6. 1 8 We can use not in front of positive quantifiers (e.g. much, many, a lot of) to make the Using not meaning of a clause or phrase negative: before Not many people want to be referees - it's a lot of hassle and no t much money. quantifiers We can use not (+ adverb) with adjectives to make the meaning negative: and adjectives Howard found/thought the climb not (too) difficult but not (particularly) easy either. o Putting not before an adjective weakens the adjective, but it does not give it the same strength as an adjective with the opposite meaning, e.g. not difficult does not have exactly the same strength of meaning as easy, particularly if we add an adverb after not like too or particularly : The maths exam was no t too difficult.
(The speaker is more confident of passing the exam in the first example.) We can also use not before an adjective with a negative prefix (... 6.3C): Spanish IJas a tense system n o t dissimilar to that of English. (= a bit similar to)
The tap water here is not unpleasant to drink now they 've removed the fluoride. (=
not awful, but not nice) The descriptions above are m uch less positive than the following:
Spanish has a tense system similar to that of English. The tap water here is pleasant to drink now they've removed the fluoride.
88
. any
They 'll get no help from Janice. not . . . a/any + no +
or not .
. a/an:
noun and We can often use noun interchangeably, although no is usually more emphatic or more emotionally loaded than the neutral not . . . a/any: There isn 't any reason to change policy at this stage. (neutral statement) There's no reason to change policy at this stage. (more emphatic statement) She's no t a dancer. (statement of fact about her job) She's no dancer! (statement of opinion about Iler ability to dance) We can use no with different, good and with comparatives:
Low-impact aerobics is basically no different from the normal type, but it's kinder on the legs and feet. (= Next-day courier is no faster than first-class post. (= Come on! This cafe is no more expensive than the one down the road. Let's eat' (=
very similar to)
isn't (any) faster than)
This cafe charges the same prices as the cafe down tile road.) 6. I D There are a number of expressions which we use to give negative meaning to a Qther no/not sentence, e.g. never, neither . . . nor, none, not only, not . . . for, no sooner . . . than: The English village is neither as pleasant nor as unchanging as it is believed to be. expressions
The German assault would have lasted longer if it hadn 't been for the harsh Russian winter.
o English
rarely uses a double negative, i.e. two words with a negative meaning in the same clause, as most people consider this to be incorrect: V' Sorry, but I don 't know anything about that! )( SeFF!f;-fJ uH-d()�t-knew-fl()thing-eeeut-f/Jf1tJ
don't understand the hype.
In short answers with verbs of thinking and believing, e.g. think , hope, we often put not after the verb (I>- 35.2D):
The mat/Is exam was easy.
They won't get any help from Janice.
However, we can use no in front of nouns, instead of not .
We're not/We aren 't waiting.
present or past simple
V I have not been here before.
We usually use not + any witll a noun to express an absence or lack of something:
I know nothing about that!
But double negatives are possible if we intend to make an affirmative:
I don 't know nothing about Etruscan history - I know a little about it! nothing (� 34.38): not only Not only did they monitor the landings, they also recorded a/l their dates and times. not only
is stressed in this sentence.) (In spoken English, at the beginning of sentences for emphasis We can put
in this way. Note that we use question word order when we use 6. 1 E When we use verbs like think, suppose and believe to introduce a negative idea, we Negative prefer to make the introductory verb negative, not the verb in the subordinate clause: [I think the later train won't be cancelled. ] transfer v I don 't think the later train will be cancelled.
If we make the subordinate verb negative rather than the introductory verb, it can express surprise or appear emphatic:
o We
I thought that you didn 't smoke! When did you start?
do not use hope in this way:
V' We hope that the reunion won 't be too painful for you.
)( We-do�t-h()pe-t1leHhe-fetinien-wilJ.-lJe-tfJf)-jJeinfl;ll-feF-!iOI+c
With verbs such as seem, expect, appear + infinitive, we use either of these patterns:
o
He doesn 't appear to be interested. tell
He appears not to be interested.
Witll introductory verbs such as and ask + infinitive, we change the meaning when we make the introductory verb negative: The doctor told me not to take the pills. (prohibition) Tile doctor didn 't tell me to take the pills. ( The doctor omitted to tell me . . . J =
89
As these restrictive words are negative in meaning, we use a positive verb with them:
N EGATIVE Q U ESTI O N S
6 . 2A
Form
-d n.!.f:-heFdly-pl'epare-feF-meetings-at:-al/o x Many-managel'5-o v Many managers hardly prepare for meetings at all. We also use an affirmative question tag with these words (II> 7 . 2A):
Negative questions are formed by adding n 't to a form of b e or to the auxiliary ( Il" 7 . 1 ) :
o
To be more formal, we can use
We can put the adverbs of frequency from the table above before the verb for emphasis ("" 34.3B): . . .
Haven 't you seen Harris on Ford's new film yet? Isn 't the mayor opening the new supermarket after all? not. Is the mayor not opening the new supermarket after ail?
We put this after the subject:
like a weddll7g. Rarely did the church bells in our village ring out for somethll7g
We can use question words to introduce negative questions: Why hasn't Stella contacted her solicitor yet?
6.3B
6.2B
We can use negative questions to check or confirm that something is true or has Use happened, or to ask for agreement. We expect a positive (yes) answer: Aren 't you a member of a wildlife organisation ? (= I think that you are.) We also use negative q uestions to check or confirm that something isn't true, or hasn't happened. We expect a negative (no) answer: You were quick. Wasn 't the hairdresser busy? (= I think she wasn't busy.) Negative questions often express surprise that something isn't true or hasn't happened: Haven 't astronomers discovered a tentl) planet? (= I thought that they had.) We can also use negative questions to express criticism or complaint, often with why: Didn 't you remember to post the letter? Honestly, I can 't trust you to do anything.' Why didn 't you tell me about your new boyfriend? yes no. yes: 'Hasn 't the weather been dreadful recently ?' 'Yes (it has been dreadful). ' no: ' Wasn't the hairdresser busy ? ' 'No (she wasn't busy). '
We can answer negative questions with affirmative verb, we use
or
do they? Higher-ranking police officers rarely meet the public these days,
If a ful l answer would use an
If a full answer would use a negative verb, we use
Verbs
avoid: I fail to understan d your motivation for doing this. (= I Joe denied copying the essay from his best friend. (=
Some verbs contain a negative meaning, e.g. fail, deny,
don't understan d) said he hadn't copied) question tag o These verbs can be made negative and they can take a negative (.,.. 7 . 2A) : The boy didn 't deny copying the homework. (= Fran failed her driving test again, didn 't she?
We can make verbs, nouns and adjectives negative, with a negative prefix: Incomplete information will delay payment of any benefit due. (= not complete) Prefixes Look at these examples of negative prefixes: 6.3C
part of speech
prefix
examples
verbs
dismis un de-
dislike, disconnect, disappear, disapprove misunderstand, misinform, mislead, misbehave unlock, untie, unpack, uncork, uncover, uncoil deregulate, defrost, decentralise, dethrone, devolue
nouns
anti non in dis de-
anti-freeze, Antichrist, anti-perspirant, anti-climax nonsense, non-smoker, nonfiction, nonconfonmst injustice, inconvenience, inattention, inactivity disadvantage, disinformation, dishonesty, dlsmfectant decentralisation, deforestation, decnmmailsatlOn
Both of these examples agree with the speaker. We can also contradict the speaker, but we would then soften the response with an explanation: 'Hasn 't the weather been dreadful recently?' 'Well, no, I think it's been OK. ' 'Wasn't the hairdresser busy ? ' 'Yes, she was actually, but she's very fast."
We can use negative questions to try to persuade someone to do something:
adjectives
Won 't you come with us to the beach tomorrow? It'll be fun.
We also use this form of question to express opinions which expect agreement:
6.3A
Many English words, such a s few, little o r rarely , have a negative or restrictive meaning Restrictive (i.e. they reduce the amount, frequency or degree of the word they qualify): adverbs and examples example sentences quantifiers type of word quantifiers
few, little
There are few people who believe you. I IJave little time to watch TV
adverbs of frequency
rarely, seldom, hardly ever
The urban fox seldom ventures into gardens during the day.
adverbs of degree
hardly, scarcely, barely
It is hardly likely that a thug will wait pOlitely for the police!
antiin- (il-, ir-, im-) dis non un-
Don 't you think that the new shopping centre is really ugly?
WORDS W H I C H CARRY N EGATIVE M EA N I N G
He admitted it.)
anti-clockwise, anti-smoking, anti-social incomplete, inconvenient, insecure, incredible (illegal, illegible, irrelevant, irregular, ImpOSSible) dishonest, disobedient, dissimilar, discourteous non-alcoholic, non-toxic, nonsensical, nonexistent unfair, uncomfortable, unlikely, unavailable, unusual
We can use words with a negative prefix in negative clauses: Negative verb: He reached down to the window, but didn 't unlock it when IJe heard the cry from outside. (=
open it) Negative noun:
didn't
It isn 't anti-freeze, it's
anti-perspiranti
Negative adjective:
Salaries here are not unlike those in the United Kingdom.
(110- 6. 1 B)
The meaning of few and little is restrictive only without a/an. Compare: Water the fruit frequently a s little rain falls at this time o f year. ( almost none) =
You'd better take an umbrella with you; there 's always a little rain at this time of year. (=
a small amount)
91
P ra ct i c e
Tile key to t/lese exercises is
on
'Mr soam es from Brent Trading is coming in on the 6th for a lunchtime meeting.' 'Really? ........ . . . . . . . . . ...... . . . . . . . . . . . .. . . . . . . . your holiday in that week?' 3 'Oh, you 're back. I was just about to do the washi ng-up.' .. . . :; . .. . ..................... . . . . . . . . . . .... yet? I've been out for three hours!' . . . us?' and I are going to the jazz festival on Sunday. 'Joe 4 "!'m busy on Sunday, I'm afraid, but thanks for asking.' 5 fSorry, but I can't come to your dinner party tomorrow. I'm double-booked.' I've already bought all the food! ' 6 ' We need to get some flowers o r something to take with u s to the hospital.' . . . . . then? I thought you were going to do that during your lunch 'Oh , .... ........ . . ... break.' ... those hair extensions look awful on older women?' 7 . . .. ... . . i No, actually, I don't. In fact, I'm thinking of having some put in.' 8 ''I'm afraid we have some problems with the conference scheduled for Thursday as Harriet Ellis may a'rrive late.' . . the plenary talk first thing in the morning?' 'Oh, .. . . . . . 2
page 355.
1
Rewrite the underlin ed part of each sentence to make a meaningful negative alternati ve. There may be more than one way of rewriting some sentence s.
o
LJLaccepljnleI!1!Qti ons from you or anyone else wllile I'm speaking O�: ':: We Ilope that the soldiers experience a lot of resistan ce when they enter the city. ' � 2 After the images of the famine, Geldof urged th e n tion � ��� o t th�;r TV�"�ff ' ' ��" ...... . . . . . .. .... . ... . . .. � ����i � � �� 3 I n English . the subiuncti i l diff��� �� f��;';; th ' �t �e��� '�h�� i���;�� �� d��;��: ' ��'h'�' �; '�d ';���' �"�h'� � 4 My brother' s only just started his e i i �� i TV i;;���lf i went wrong last week.
2!:;7:!: ;;:f:::j;t::; :r:� ;;.�;: : : : : : : : : : : : : : ::: : : : : : : : : : : : : : ·: : : .. . . . . . . .. . . . .
.
.
...
....
.
3
...
.
.
�
6.3
For each of the sentences below. write a new sentence as similar as possible in meaning to the original sentence, but using the word give n . This word must not be altered i n any way. The
' 6 In tllis modern city you get an impressi on of li fe in the ����C��;�;I I �� ���: h '�; �;k�";�'�����;bi �'; f��' �h�"��h��i���'k �' ��� b;���ht 7 I was willing to help the children , as they ad li I home. · � t�d · i�· � ��� ;f ���fii�� 8 War crimes should be both commonplace and acc � il . ' ' 9 The estimate d fee for the project was unreason abl �: b�� i d� id�d ��'�� �t �t� f��h�� c g i ' ' th' '� .�;�� � t 1 0 I think that our company will be offering aid to the di as er zone i . �· ���d ·��i��·;;�t· 1 1 Sarah has only had a few lessons on tile guitar so she's . ' �� �'� ;; ' b�� ;� � ������f�;i: 1 2 The new twin-tur bo engine generate s a lot of nOise II
exercise begins with a n example (0). ci
.2
.
Sending someone to prison for defending their own property isn't fair. . . . . . . J.� Jr;I11#.� . t:.c! .p:rifNv.fo.r. �. .t;/�. P.f1.1tY. P.fJ}f,ff.ty if. iYVi!:y·I#.tiY: Phil claimed that he had no involvement in the pensions scam.
injustice denied
..
.
If no payment is forthcoming, we will be obliged to remove your connection to the electricity supply. . . . . ... . disconnect . . . . .. . Hardly anyone from the housing cooperative showed any interest in joining the Neighbourhood Watch scheme. ...
.3
4 5
•..
..
.
.....
..
.
.
.
few
The fundamental values of the two religions are fairly similar.
dissimilar . . . . .
It isn't really possible to capture true colours with this type of video film.
hardly
6 It appears that the director deliberately gave the investigators incorrect information. misinformed . .
7
Complete the gaps to make negative questions. Use the appropriate form of one of the verbs from the box to form each question. Some of the questions start with Why and you may need to add other words.
It's best not to talk about topics like politics or religion on a first date. ............... . The fact that a great area of trees in the Brazilian rainforests has been cut down has Ilad a devastating effect on the ecosystem. avoid
.8
belong buy do ; : . give � join taKe ·· ; tell th'ink o 'What's Robbie Williams' new single like?' ' . . . . . . l/iJ:I!#I:(:'¢)lt
deforestation . . . . .
9
It isn't often that pop stars make it as actors, but Madonna has achieved this.
rarely
.
10
.............
.
Applications in which we are unable to read the writing will be automatically rejected . ............. . illegible .
92
§
·· ··· ·
..
V
·
It
-,
6.3
6
Complete the text using a negative form of the appropriate words from the box.
convenience ,<'· courteous eover oredible Intel ligen legal· posSiJ)le :
available
't
.
. . . . . .
.
. .
. . . .
.
. . .
.
. .
. .
.
.
.
. . .
. .
. . . . . .
.
. . . .
a word or phrase from the box. few may not' i1lisleadfng ' " no' n6 1ntentlon no f6r not recognis ing not unlike notwjshi�g noncommittal .
Complete the text below with
. ��Gm��
nly a year ago not many people had heard of theatre dIrector Sam Mendes. .But since his debut film American Beaut)', won five Osc rs in March 2000 , (1) . . . self to respecting cinema-goer would . admit recent . . . . . . . (3) . name the (2) ........ films have received the accolades awarded thisfilm by critics and
O
�
...
.
audiences alike.
..
not
only
u'1wjfilng
(4) . . . . is Mendes one of the .
.
.
.
youngest first-time directors of a successful Bollywood film, he is also his one of the youngest directors to run in . use ?oreho W ar Donm the e, own theatr London's Covent Garden; The 'small entrance and warehouse-type interior of this theatre is (5) . . . . . . : it i s (6) . . . . . . . the Royal Ci)ilft Theatre few years ago, a theatre cun by actors fol' actors :md audiences; (7) . . . . .
.
ofa
.
.
.
..
. .
ALL
. ,
Fin d a nd underline the mistakes i n this dialogue. (The first one is given tile m istakes. 1 :2J.
4
l.OUISA
MARTIN
".;
l.OUISA
'5 6 7
.MARTIN
l.OUISA
8 .LOUISA 9 ' MARTIN
MARTIN
10 11 12
( 3'
..
1-4 IS I 'f) 17 IS 19
10
21 22
23 24 25 26
27
28 29 30 31 32
LOUISA
MARTIN
LOUISA MARTIN
l.OUISA MARTIN
LOUISA
MARTIN LOUISA
MARTIN LOUISA
as a n example.) Correct
Hi, Martin. What's wrong? You look awful. Oh, I 've had that horrible flu. It lasted for ages. Didn't you go to the doctor? No, I did. I went last week, but my doctor doesn't know nothing. I asked for that new flu drug - what's it called? Do you mean Relenza? That's it. I asked but he wouldn't give me none. Why? He said that the tests haven't hardly proved that it works. Not for did he refuse to give me Relenza, but he wouldn't give me none other medicine. I think it's because the surgery is over-budget and he doesn't want to spend any more money! If that's the case, it's really unhonest! Have you thought about complaining? No, what's the use? Complaints about doctors rarely have an effect, don't they? Anyway, I suppose there's not much you can do about a virus. He said I should drink plenty of fluids and he didn't tell me to go out until I felt better. How are you feeling now? Not too bad, but I can't taste hardly anything. Well, I think that's an effect of the flu and not a problem with my taste buds! Oh, I don't hope it is! It would be awful not to taste things. I've still got a few chest problems, too. I suppose I should stop smoking. What! Have you stopped smoking through this flu, then? You're crazy, Martin! I know. I guess I 'll never be a no-smoker. Perhaps not. Anyway, it lasts a long time, this flu. Not many people don't appreciate that. You think it's gone and you try to get back to normal, then it hits you again. Yes, you're right. Look, I must be going. I don't hope it lasts much longer. 'Byel
accountants . . Iilltially, Mendes had (8) . . . . of e going to Hollywood to direct a featur sent erg Spielb Steven when but film, American Beaut)', he him the script it down. After his turn to . . . . . . . . was (9) Oscar success, the young director was (10) . . . about his future : Whil e " . . . . . . to desert his spiritual home , .
.
..
.
of
(11)
. . .
.
.
the Donnlar, he (12) . . . . . . . . be able to resist the reinptation of allother Hollywood film for long:
. ••,
94
.J'c
..
.
", " " ""'�� . ..� . �.....
,.
_ . ' �.. �.... :.�, "" " �
,
,'5"""
95
Q u e st i o n s There is a range of issues to take account of i n the use of question s i n Engl ish; these IIlclude word order, wOl"d choice and intonati on. This u n it looks at these issues in relation to closed and open questio ns, tag questio ns, indi rect q uestions and echo q uestions . (For negative question s Ii> 6 . 2 ; for indirect q uestions I>- 9.3.)
7.1C subject question words
Who, what and which can be the subject of a verb, as well as the object: object object s u bject subject .l.l.l.lWho invited Jack? (Meryl did.) Who did Meryl invite? (She invited Jack.) If the question word is the s u bject, the word order is the same as i n a statement, i.e. the subject comes before the verb: Who has been drinking my wine? (who = subject) What happened at the end of the film? (what = subject) We use question word order with a subject question word when we are keen to return to a topic earlier in the conversation and want to get an answer: Well, what illQ /lappen at the end of the film ? You still haven't told me. 4) When we use who, what and which as subjects, we use a singular verb, even if they refer to a p l u ral subject: 'Who lives in that amazing chateau?' The old Count and Countess live tlJere. '
7. 1 D
We can add -ever to question words (except whose) to add a tone of annoyance or surprise to a question: Whatever have you done to your Iwir? It looks terrible! However did they manage to get that ship in the bottle? Another, more informal, way of adding surprise or a n noyance i s with idiomatic phrases such as on earth , the hell, in heaven: Why on earth did John decide to study Chinese? Who the hell told you that you could take the day off? We use else with q u estion words when we have some i nformation but would l i ke more. '/ saw Elena yesterday. She said she'd retired last month. ' ' Yes, I 'd heard that. What else did she say?' It is q u ite common to use a question form when we don 't really want an answer. We call this a 'rhetorical question' and we u se this kind of question when we want to express amazement or irritation with somethi ng: Have you seen the price of fish at that supermarket? It's outrageous. We use What's the point in/use of . . . ? to s uggest that a course of action is worthless: What's the point in writing to your MP? It won 't make any difference. What's the use of explaining it all to you if you 're not listening?
CLOSE D A N D O P E N Q U ESTI ONS 7. 1 A Form
7.1 B Use
96
Questio ns are either closed or open. Closed questio ns start with a form of main verb be, an aUXil iary verb (be, do have) or a modal auxiliar y verb (e.g. can, may, Will): : Is your brother staYing With his friends in Oxford? Will you be away for long? Should your team really have spent £500,000 on one player? Open questio ns start with a questio n word (e.g. who, what, where, how): What time is Alison arriving this evening ? With the simple tenses, do/does/did is used as an auxil iary: Does this box enable me to receive satellite TV as well as digital? When exactly did the Guggenheim Museum in Bilbao open? Main verb be or an auxil iary verb usually precede s the subject (but ",. 7 . 1 C): Have you registered the birth with the authorities yet? Witll more than one auxil iary verb, only the first one precede s the subject : X New-Ieflfj-had-e -b eFl-you-liviflfj-tcflel'e-eef<7r-e--t-l1e-wer-opeke--e{;IP v' How long had you been living tllere before the war broke out? Will you have finished compiling the figures by the next meeting ? . With negativ e q uestion s, we attach n 't to the auxiliar y verb (II> 6 . 2A): Doesn 't time fly quickly when you 're having fun ?
We use closed questio ns when w e want a simple yes/no answer: 'Does your sister still live in Canada ?' ' Yes, she does. lNo, not any more. ' We use open q uestion s when we want to find out more info l-mation : ' Why did she leave Canada then ? ' 'She couldn 't stand the cold winters . ' In convers ation, we can use state ment word order with closed q uestion s, but not with open q uestion s, to check someth ing we think we know or to express surprise . We usually give them a rising intonat ion: You've sent the tickets ? j'1 You haven 't sent the tickets ? j'1 Why not? X WiT!f-you-haven.!t-5€flHh€-�ieltets·? v' Why haven't you sent the tickets? When we ask q uestion s about opinion s and feelings , we often omit that: Do you think (that) the nursery will give me a refund for when E/ly was ilf? We usually use the questio n word which when the answer will be one of a l i mited n u m ber of alternat ives, usually known to botll speake r and listener. We use what when there is no l i m it to the clloice: Which cake do you want to try first? ( l i m ited choice of cakes) What cakes do you like best? (of all cakes; u n l i mited choice) When we use a prepos ition witll a q uestion word, we can either put the prepos ition before tile q uestion word (formal use) or at the end of the questio n (inform al use) : From whom did the defendant accept the payme nt? Who are you buying the bracelet for7 When we precede who with a prepos ition, we change it to whom.
Expressing em otion with question s
TAG QU ESTI O N S '.
7 . 2A Form (basic patterns)
Tag q uestions are t h e short questions which w e often attach to tile end o f a sentence. We form tag questions with do/does/did (in simple tenses), or the auxil iary verb. There are three main types of sentence + tag q uestion:
type mixed tag questions
affirmative + negative tag negative + affirmative tag
uniform affirmative tag questions tag
+
affirmative
sentence
tag question
You already know Harriet, She hasn 't had the baby yet,
don 't you? has she?
He arrived last night tllen,
did he?
If an affirmative sentence contains a negative or 'restrictive' adverb (e.g. scarcely , hardly \Ito- 6 .3A), it takes an affirmative tag: There was hardly enough food for everyone at the wedding, was there? Most modal verbs, l i ke auxil iary verbs, are repeated in the tag q uestion: Tax returns can be submitted on-line now, can't they? Parents shouldn 't expect their children to agree with their opinions, should they?
97
7.2B
Form (exceptions and variations)
I N D I R ECT Q U ESTIONS
There are a number of exceptions and variations in the form of the verb in tag questi ons: tag questions after . . .
example
l am
I'm still part of the team, aren 't I?
need
He doesn 't need to repeat the year. does he? He needn 't repeat the year. need he?)
(negative)
may/might
Form
It
(How long will I have to wait to see the doctor? )
may/might be fine tomorrow, mightn 't it?
aught to
We really ought to leave now, oughtn 't we?/shouldn 't we?
Let's
Let's try that new restaurant, shall we?
Common introductory phrases are Can/Could you tell me . . . ,
In indirect questions we use a statement word order where the subject always precedes the verb or verb phrase: X f)e-IjetJ-k.new-wheFe-i5-�he-neGFest-bfJ5-stop:?
v Do you know where the nearest bus stop is? X GOLlId-fjeLl t�lI-me-wheR- did-he -/eave:? v Could you tell me when he left?
In indirect questions we can use whether instead of if. If we use or not to imply a choice, we can put it at the end of the clause containing the question, or after whether (but not after it): Do you know whether the date 1lOS been confirmed or not? I wonder whether or not Mum and Dad have got back from the Bahamas yet? X Geuld-fjetf.Jet-me-lTnffw-if-eF-net-t.JJe-f!yrrH5-
v Could you let me know
'I'm sorry, but I 'm going to have to cancel this evening. I 'm still at work. ' '017, things are still really hectic, are they? ' J
(expressing sympathy) o Be careful with this type of tag, as with a rising intonation it can express sarcasm:
'Look. I only paid $ 1 2 0 for this dress - it was so cheap! ' '017, $ 1 20 is cheap, is it?'
We answer mixed tag questions in the following way: Affirmative tag: 'John isn 't experienced enough to do tilis job, is he?' 'No, I don 't think he is. ' (agreement)I'Actually, yes, he is. ' (contradiction) Negative tag: 'You're staying a way for two weeks, aren't you?' 'Yes, that's right. ' (agreement)/'No, it's three weeks. ' (contradiction) We can also use tag questions for requests: You 'll bring me back some of those lovely sausages,
won 't you? You couldn't bring me back some of those lovely sausages, could you?
Tile choice of tag question after imperatives depends on the function of the sentence: Requests: Pick me up at eigflt, could you? I nvitations: Stay another night with us, won't you? Commands: Turn the TV off, will you? Don 't annoy Rufus, will you?
if the
gym is open on Sunday or not?
The police officer asked the child whether she could remember her address.
We use the same indirect question patterns to report questions (II> 9.3):
7 . 2C
We use uniform question tags (affirmative sentence + affirmative tag) to respond to something we have heard/seen, as in echo questions (... 7 . 4B):
I 'd like to know . . . , Do you
o
Someone 's been taking my food again, haven 't they? Nobody has phoned, have they?
You haven 't talked to Jim yet, have you? J
indirect question
know . . . , I wonder . I 'd like to know it that car is abandoned or not. Do you know which seats give the best leg room on this type of plane?
Nothing ever happens when I 'm away, does it?
We use mixed tag questions with a falling intonation, to ask for confirmation: It's the first of May today, isn 't it? '::; (The speaker believes that this is true and Use uses a tag question to check.) With a rising intonation, mixed tag questions are a genuine request for information:
how long 1'1/ have to wait to see the doctor? i
introductory phrase
But notice these exceptions:
Other functions of tag questions
Can you tell me i
(or:
Note the following contrasts: have (British English) Oliver has a lot of friends, hasn't he?/doesn 't he? have (US English) Oliver has a lot of friends, doesn't he? had (past simple) Ali and Stefan had another baby last year, didn 't they? had (past perfect) You had met him before this evening, hadn't you? Generally tile pronoun in the tag question matches the subject of the sentence: This is a good example, isn't it? (This and it are both singular.) Those are the flowers for Mum, aren 't they? (Those and they are both plural.)
7.2D
An indirect question is one question within another question or a statement:
7.3B
Use
We usually lise indirect questions to make a question more polite or more tentative: Do you know where I can find the Impressionist gallery ?
This is less abrupt than a direct question:
W/Jere can I find the Impressionist gallery ?
ECHO Q U E STIONS 7 . 4A
Form
We form echo questions with be, the auxiliary verb or a modal verb:
'I'm going to Malaysia on business next week. ' 'Are you {really}? ' They didn 't give the concert after all last night. ' 'Didn 't they ? Why not?' (what, how, why,
o We
etc.) . don't form echo questions with question words part It is also possible to form echo q uestions by repeating the question but replaCing of it with a stressed question word: 'Have you been to the Earth Centre?' 'Have I been to wha�?'/ 'Have I been WJml,?'
One of the main uses of echo questions is to show interest and to make a conversation Use 'flow'. We use a rising intonation:
7.4B
'We went to a really interesting play last night. ' 'Did you?' J
. They can often express surprise, especially with the word really or an exclamation: 'We 've had wonderful news. Jim 'S just been promoted. '
'Has he really ? '/ ,Has he? How fantastic! '
We use negative echo questions to show emphatic agreement with the speaker. Here we use a falling intonation: That was the best holiday we've ever had! ' 'Yes, wasn 't it?' '::;
99
P ra ct i c e
3
The key to these exercises is on page 356.
1
:
in meaning as possible to question to make it less direct, b�t so that it is as similar ReWrite each given. s phrase with the the original questio n. Begin cleaning in this area? street for ble responsi , . , is o Who tfr4 �r.I!{YL M ,.. . .. . . WM ?fX�P./!Mihf�ftr. .rf;r¢. d f1-i.n(j @. ; . Could you tell me tllis parcel? Why did it take you so long to deliver .. . . .. .... I 'd l i ke to know . . . . . min utes of the meeting yet or not? the finished Harriet Has 2 .......... . Can you tel l me if .. " . . . . . . . . . . . . . " " . . . . . . " " . . . . . cars outside your house? 3 Why do you keep so many old """"..... ,, Could I possibly ask you . . . . . . . . " .. " . " " .. " .. "" . . . . . . lj When will t h e new curtains for tile hotel suites be ready? .. " . . " . . . . . . Pleas e let me know eveni ng? 5 Will Jonathan b e staying for d i n ner tomorrow " I ' d like to know whethe r . . , ? 6' How often is the bedlinen i n the villas changed Does the brochure say Tower? 7' Which metro station should we go to for the Eiffel Do you know . . 8' Did Schu macher win yesterda y's race or not? I wonder whether .....
Write each question. Use the prompts in brackets and the replies to help you.
o (own/white Cadillac/d rive/around here) , WM. .f!WM. t:h&: w.f1#.I}. r:;M.i-/./4k. tff4t:. .d.dI!f.f. N9.«':fIi.:.fuJ:·!!.:f. . 'Oh, I think the Americans from Harding Road own it. ' , "" ".. (applica nt/thi n klbe/sll itable?) " " . . . . . . . . . . . " . . . .. 'Wel l , I think botll appl icants are reasonable. but Stephen Wrigley appears the best for tllis particular post to m e . ' 2 (give/pigs/that type o f feed?) ' . . ....... ..... . . ". .. ... . ." .. " ..., " 'We'd only been giving them that particular type of pig feed for about two months. '
.
" "
"
"
"
. .
.
" , ,
.
, , " "
" "
.
. . .
.
"
.
.
.
"
,
. . " . . . . . . . . . ." . . .. 3 (tell/you/divorce?) ' . . . . . . . . . . . . . '1 think it was Susan who told me about it. but most p eople at college seem to know.' . . . . " . . . . " " . . . . . . . " ... 4 (else/do/holiday?) , . . . . . . .. " .. " . . . . . . . ". . . 'We didn't really do much else o n the holiday - i t was a really sma l l resort . ' 5 (persuade/David/stay/team?) ' . . . . . . . . . . . . . . . . . . . . . . . " " . . . . " . " . ' No, I d o n 't think we could have persuaded h i m to stay any longer. The counter-offer was far too attractive . ' 6 (be/pointlcomplain/faulty goods?) ' " . . . . . . . " 'There's every point in complaining! How else will shops know that their goods are fa ulty if people don't complain?' 7 (watch/workll/be/scuba-diving?) ' . . . . . ' Both of the watches are suitable for scuba-diving. but I think you ' l l find that the Timepiece is more rel iable at greater depth s . ' . . . . . . .. .... .. . . . . . . . . . . . . . " " . " "" . . . . . . .. ".. .. .... 8 (accused/steal/getaway car?) , ' You r honour, we believe that he stole the getaway car on behalf of the Presley gang, for the robbery of the computer warehouse . ' .
. . .
"
.
... .
.
.
.
...
. . "
.
. .
"
.
. "
.
.
.
"
" .
.
"
..
. . . . .
.
.
" ' ' '
"
"
.
.
.
"
.
. .
.
.
"
.
.
. . . ,,
.
., , .
..
.
"
"" . .
"
"
.
"
."
"
.
,,·,,··
·""·"·"··,,,,,,,,
"
, ,
,
,
"
" "
"
·,,·
·.
.
.
"
4 ....r-... . --
words as necessary. The question s Complete B's question s with appropri ate verbs a n d/or question s. sentence A's of parts d underline the about ask should o A: Come on! I've been waiting out in the cold for agesl exactly Ilave y o u b e e n waiting? B: Oh, really? . ..f:f.qw:lrNrg .. to give up the course. decided you've that me 1 A: Someone told "
"
." that?
2 A: Do you l i ke );.
2 iD11-==-
Complete each question with an appropriate question tag.
1 You ' l l be able to watch the cll i ldren for half an hour while I fetch John from work, . . .. ? 2 'I hope y o u ' re not doing anything tonight. I 've j ust booked tickets for the circus . ' 'Oh. there were tickets l eft, . . .. " .. " " .? I thought it would Ilave sold out. ' 3 The Consul had been q u ite cooperative up to this point, . " . . . . . . . . . . . . ". " ,,? 4 We need n 't register before the first talk . . . . . . . . " " .. " . . . . . ,,? 5 Be a good girl a n d pop to the shops for me, .. " . .. . " .... " " . . . . . ? We' re completely out of cheese. 6 How can you t h i n k of marrying her? You've hardly known her five m inutes. . .. . . . . . . . . . . . . ? 7 No one was staffin g the west turnstile at the time of the accident. . . . . " . . . . " . . . . " .. , ,7 " . . . . " . . , , ? They won 't let you into the restaurant in those old 8 Put some decent trousers on, . jeans. 9 It seems to me, M i nister, that tile Govern ment has broken all its pre-election promises regarding ..? the Health Service, . . . " . 1 0 ' I ' l l help y o u with yo u r homework if y o u want. ' ' O h , you c a n do calculus. " " ' " ' Dad ? ' ' 1 1 M rs A l l ison d i d say that we could take dictionaries into the exam witll us . . " " " . . . . ,? 1 2 ' Ryan d i d n · t go to worl, yesterday because he was i l l . ' ' O h , he was i l l , . . . . . . . ? I thought he was watching the footbal l . ' .
.
. .
100
7. 3
B: 3 A: B: 4 A: B: 5 A: B: 6. A: B: 7 A:
8
, , ? I 've never even Ileard of it! ".. """. Do I city. The new Mayor of London lli!S decided to charge cars to go i nto the . the congestio n. about anything do never d ' e h thought I Good. ? . . "..... " " " " " . " " " , , . . , , " , , . I 've just been offered �! That's great! " " " . " " " " " .. " " . . . " " " . . , , . to take? . some really good comedian s. We went to a comedy night at the local pub yesterday , and saw
Oh, " " " " " " " " " " " . . , , " " " " " . see? all. It seems that I can·t apply for a course at the managem ent college after . s of experienc e. regardles apply. could anyone thought I ,? , " But why . I 've just had a letter from Ana. B: Oh, what does she say? . wel l from tile A: Wel l , everything'S goi ng OK. She's got a job and her mother's recovering operation . . . does she say about h e r family? B : That's good. What . " . . " . . " . . " . A: Have you seen my new.J,me Look IS It? I've never seen anything l ike that before l . . B: What
Complete the dialogue with appropriate tag questions or echo questions. LANDLORD MS MARCH LANDLORD MS MARCH LANDLORD MS MARCH LANDLORD MS MARCH LANDLORD MS MARCH LANDLORD MS MARCH
Ms March. Come in. You're the lady who's interested in renting this flat, ( 1 ) .? That's right. Well, here it is. This is the living room . It's not looking at its best right now, I'm afraid, ".? Why not? It looks fine to me. (2) It's a bit untidy, One of the reasons I'll be pleased to see the back of the current tenants , ? On the phone you said that there were two bedrooms, (3) That's right, Come through. This is the master bedroom, Mmm, it's n ice. But there's no radiator in here, ( 4 ) """" " ",,? Er, no, but the electric heater is very efficient. But expensive? I've heard that electric heaters are very expensive. (5) ? I don't think they're that bad, Through here is the second bedroom, large for a second bedroom in a flat of this type, Yes, (6) ' " " " " .? It's an excellent size, Oh dear, someone's broken the window in here, ."""."",,
(7)
LANDLORD MS MARCH LANDLORD MS MARCH LANDLORD MS MARCH LANDLORD MS MARCH
6
,
" ",?
Oh, don't worry about that, I 'll get that fixed, This is the bathroom, Mmm. It's a bit dingy, I don't s uppose you could paint it, (8) , ,,? Well, we can discuss that later. This is the kitchen, I built it myself. (9) ".,,' " " really? It's great! Yes, though it is in a bit of a mess, Now, let's go back to the living room, ( 1 0) " ' ' ' " .... " .? Yes. I think you said the rent was £550 a month, ( 1 1 ) , ,,? That's right, Have a look around again by yourself, ( 1 2) """ .. ,,",, ' Ms March? Then we can discuss the details, OK, I'd like that.
7 . 1 , 7.2. 7.�
Read this radio interview a n d then write the questions the interviewer asks. U s e the prompts in the box to help you, Use tags and indirect questions as directed,
-
everlfind out/true identity how long/exactly/be married what/his childhood/be like (indirect) everlfind out/who/father was it/un usual/famous actors/have lasting marriages (tag) younger people/remember himlvery different role (tag) when/pick up/career again
JOHN
CLARE JOHN CLARE JOHN CLARE JOHN CLARE
2
-
what/interrupt/it when/start/acting in films (indirect) enter!chosen career/quite late (tag) which film/consider/best Sir Alec/86 (tag) win/else win/Oscar/for that (tag)
You 'll have heard the news this morning of the deatll last Sunday of Sir Alec Guinness, one of the greatest British stars of stage and screen , In the studio now is Clare Sands, film critic and biographer of many of the stars, Good morning, John, ? Morning, Clare, ( 1 ) Yes, He was 86 in April, but he had been ill for quite a long time, He's survived by a wife and son, I believe, (2) . " . . .. " .. ? It is unusual. Many showbiz marriages are short-lived, but Sir Alec had been married to Merula for a very long time, (3) . .? For 62 years - quite amazing really.
It is, isn't it? I understand that Sir Alec came from rather undistinguished roots, " ,? birth certificate , C1.A E ;. We ": e was poor, and illegitimate - there'S no r�cord of a father on his " , (5 ) , �ot-iN that his real name was Guinness, so GWUi , ' Not really, but when he was fourteen, his mother told him took it. he ? JQW,ji . B ut (6) , , , , , , , , , with the Guinness brewing family, but inks l of speculation prompted name the course, Of No, ciJ.flE ' no, he never knew who his father was, ? Mmm, Now, on to his acting, (7) JOliN when he was 20, but his career was interrupted for a few CLARE Well, he started acting on the stage years in 1 938, " " ... " ... . ,,? JOHN (8) " ''',,' ' ' ' ' ,,.. ' ' ' " . , , ' ' ' ' World War ". He joined the Navy, Ct.t,R E ,,? After the war? (9) . JOliN the end of the war. before York New n i play a n i appeared he Actually, �£ ..,? ". 0) 1 ( career. stage his about talked We've JOtiN Expectations in 1 9 4 6, and he worked a lot in films from CLARE Yes , His first film role was in Great then on, ." "."., do you think? Je"t!N (1 1 ) , Oh, I'd say that was Bridge over the River Kwai, CU\RE ,? ( 1 2) , J0HN Yes, for best actor, ClA RE " .. ,,? Any other awards, I mean? ( 1 3) JOHN Well, he was given a special Oscar in 1 980, for memorable film performances, Cl;.I.RE ",? I'm sure that ( 1 4) " JOHN Yes, you mean Obi Wan Kinobi in the original Star Wars , He hated the role, but it gave him the ClARE money to live well for the rest of his life. Thank you, Clare. That's all we've got til11e for, but thanks for , JOHN �"
�
,
,
,
.. , , . , , , , , , , , , , , . , , , .
, , , , , , , ,
,
. , , , , , , , , , , , , , , ,
. , , , , , , ,
"",,.,,'"''
"",
In each space write a suitable word or phrase. There is an example (0) given at the begin ning.
What's " .. �f:P.iJ.rt . " " . " in arguing with people who hold very strong opinions? " .. ? Never heard I 'Did you see Ladysmith Black Mambazo at the charity concert?' 'Did I see of them.' ,,, .. ,,. or not the service has been disrupted? 2 Could you tell us . 3 " ." ...... ' " did you manage to get home last night? You were so drunkl " your pastry so tasty?' ' I use different herbs i n it, that's all" 4 'Mmm, what , , .. " details of the victim last night, didn't they? 5 The police , ' colour do you prefer? 6 I've got a couple of paint samples here. , 7 What's " . . , , ' ' .. of buying all this expensive equipment when you don't know if you'll enjoy the sport? .. " any different from that one we watched 8 These sitcoms are so formulaic. This one is yesterday, is it? 9 , of the available methods did your client pay for her purchases? a bush! 1° . . , is that, in the corner? She looks as though she's just crawled out from under o
103
o We
Pa s s ive s , ca u satives a n d get
We use passive forms for reasons o f style and o f clarity, as wel l a s o f meaning. M ostly the rules of passive formation are straightforward, but it needs to be noted that cel1a in words and structures cannot be used in the passive. Related to the use of forms of be ·ln the passive are the causative uses of have and get and the informal passive use of get.
V The contracts have been signed and dated in
8. 1 e .
HiJ/lt was
said . .
PAS S I V E FORMS 8. 1 A Basic patterns
8. 1 B Passive verb forms
The s u bject of an active verb (e.g. the judge) can be the agent of a passive verb. We often don't mention the agent in the passive, but if we do it i s introduced with by: The judge will read out the names of the winners in alphabetical order. The names of the winners will be read out in alphabetical order (by the judge). Notice that the object of the active verb (e.g. the names of the winners) is the subject 0'1 the passive verb. o Verbs with no direct object (intransitive verbs) cannot be used in the passive: v The post has arrived. (active) X T-Ile--pes·t-llas-lJeen-er-Fivee-: (passive) Some verbs have two objects, e.g. The manager offered the customer a refund. Either object can be the subject of the passive verb: The customer was offered a refund. or A refund was offered to the customer. Note that if the object of the passive verb is the indirect object of the active verb (the customer) it is usually introduced with a preposition (e.g. to the customer) .
modal perfects: verb
+
have been + past participle
active
passive
Candidates must answer all the questions. They have to take a test.
All the questions must be
answered. A test has to be taken.
Someone might have
It might have been stolen.
8. 1 E Passives with get
stolen it. The jury ought to have convicted him.
He ought to have been convicted.
multi-word verbs: We never separate the verb and particle(s) in the passive.
They took the company over in 200 I .
X
make (= forcel/see/hear/ help + infinitive: be + past partiCiple + to + infin itive
The boss made me work late. I saw her take it.
She was seen to take it.
let: Let has no passive form so we use a passive form of
The teacher let us leave early.
We were al/owed/permitted/ given permission to leave
aJlow/permit/give permission.
1 04
8. 1 0 Verbs not used in the passive
+i7e-eeFl'lfJlves-tfli '.lfttjferHJtt ffle/'fM'We�e+: v The company was taken over (by them) in 200 I .
I
was made to work late.
early.
o We avoid using the passive of the perfect continuous tenses. We prefer to use an active form and an i m personal subject, e.g. they/one (I» 2 7 . 3 ) : I er-ever-tl-yeGr. X B!j-fleNHtJeflth-the-mHdeF-will-have-beef1-lJeing--investigatecJ.f
v By next month they will have been investigating the murder for over a year.
8 . 2A Passive -ing forms
III
front of two witnesses . ]
front o f two witnesses .
don't want When we are reporting speech (e.g. The press said he was innocent) a n d we an to mention the person whose words are being reported, or we want to describe There verb. reporting the of form passive a use can we ing. feel impersonal or general are two patterns: S u bject + passive verb + to + infinitive: He was said to be innocent He was asked to leave. It + passive verb + that clause: It was said that he was innocent. We use the same pattern with it when reporting decisions and general feelings: It was decided/agreed/felt that it would be too costly to take the case to trial. We use these passive patterns as an alternative to USing an ' e m pty' subject l i ke they: They said he was innocent. (10) 2 7 . 1 F l (For more information on i m personal
We make the passive form of verbs in a l i tenses by using be in the appropriate tense plus the past participle of the main verb: My bag was stolen. (= A thief stole my bag.) The murder is being investigated. (= The police are i nvestigating the m u rder.) Note these comparisons of active and passive forms:
modal verbs: verb + be + past participle
usually avoid repeating the same passive auxiliary forms (p.. 1 9 . 1 A) in a sentence:
I The contracts have been signed and have been dated
it �
3 3 . 2C . )
Certain verbs describing states, such as have ( = own) . be. belong, lack, resemble and seem, cannot be made passive: X A-Ferrar-i-';s·-tw(j-·ey-dohff, v John has a Ferrari. (state) These verbs cannot be used in the passive even when they describe an action: X b/frJ€h-is-eeiflf}-l1ed-efi-d<7l1fr. v John's having lunch. . . But the passive can describe a state which is the result of an action. The meaning IS similar to an -ed participle adjective (�>. 2 1 . 2AJ: He went to the payphone to make a call but the phone was broken. (Somebody had already broken the phone; it was a ' broken' phone . ) Verbs followed b y to + infin itive usually cannot be m a d e passive: . v I refuse to answer your questIOns . X YetlF-qtlest-ierts-ere-r-eflJsed-te-fHlswer7 Verbs of wanting a n d l i king, e.g. wan t, love, hate + object + infin itive cannot be made passive: X Fie-was-wanted-ttl-/eavec v She wanted him to leave.
In informal Engl ish, get can be used as an alternative to be in passive forms which describe actions. We often use g e t to describe an u n usual or un expected action: 'How did he get hurt?' (= How was he h u rt?) 'His hand got trapped in the car door. ' (= H is hand was trapped . . . ) o We cannot use get to describe states: X +fwt-he/;l5e-gets-owned-e!J--my-/ff/l3Ie� v Tha t house is owned by my uncle. (state)
PAS S IVE
-INC FORMS AN D I N F I N ITIVES
We can use
-ing
forms i n the passive, as shown here:
active
passive
-ing
being
form:
+
past participle:
I don 't like
I don 't like people
lying to me. He enjoys his parents spoiling him.
being lied to. He enjoys being spoiled.
perfect -ing form:
having been + past participle:
Having signed tile deal, we went out
The deal having been signed, we went out to celebrate. The quarterly accounts not having been finalised, the auditors were unable to present their
to celebrate.
Not having finalised the quarterly accounts, the auditors were unable to present their report.
report.
1 0�
We can use having been + past participle and being + past participle to refer to the past after certain verbs which are followed by an -ing form, e .g. regret, remember: We regret not having been shown/not being shown the Acropolis. ( = We regret the fact that the tour guide d i d n 't show us the Acropolis.) I remember having been informed/being informed about the assault. (= I remember that I was informed about the assault.)
8.28 Passive infinitives
I nfi nitives c a n be passive (Ii>- 1 3 . 3A) : to be + past partici pie: His dog loves to be patted and made a fuss of To be given the role of Titania was Elizabeth 's greatest ambition. James was hoping to be accepted on the engineering course. There is a perfect form: to have been + past participle: This ascent is the first to have been achieved without the aid of oxygen. We use the passive i nfinitive in reported speech with ask for + object (Ito- 9.48): Inspector Pascoe asked for the prisoners to be held in the cells overnight. We can use the passive infi n i tive (or an active -ing form) after need (II>- 1 7 . 1 Cj: That cage really needs to be cleaned. (= That cage really needs cleaning. )
HAVE/GET 8.3A Causative use
8.38 Passive use
8.3C Commands and promises
1 06
+
OBJ ECT
+
PAST PART I C I P LE
We use this pattern to describe something which is done for the subject by someone else. We can use it in all tenses. Get is usua l ly more informal than have: I had the washing machine repaired yesterday. ( = The washing machine was repaired by an engineer.) Do you get your hair done at Ebony's? ( = I s your hair done at Ebony's?) There is an 'active' version of this pattern with have and get which means 'cause someone to do something' . The form with have is more common i n US Englis h : Have + object + infin itive: I had the mechanic repair my washing machine. Get + object + to + infinitive: I will get the hairdresser to do my hair this afternoon. I n British English we can u se the get + object + to + infinitive pattern with a stronger meaning of ' make someone do someth ing': After numerous letters from our solicitor w e finally got them to give u s a refund. W e c a n a l s o u s e t h e pattern o f have/get + object + past participle l i ke a passive to describe something which is d o n e to the subject by someone else, often something u n p l easant or u nexpected: Liz had her passport stolen. ( = Her passport was stolen.) John got his tyres slashed by some hooligans. Out of the blue, Mark had his plan approved by the board yesterday. We c a n u s e t h e causative in imperatives. Here i t can b e t h e person spoken t o o r s o meone else w h o w i l l d o t h e action: Have/Get that mess cleaned up at once! We can use the causative in future statements as commands or promises. Here it can be the s u bject of the sentence or someone else who will do the action: Don't worry. 1 '1/ have the report finished before the board meeting. (= I will do it or I will get it done.)
USES O F THE PAS S I V E 8 . 4A I nfo rmati o n ord er
If the subject of a verb is n e w information, we often m a k e the verb passive so t h a t t h e new information comes a t the e n d (the information principle ,", 3 6 . 1 A) . For example, i n t h e second sentence below, the n e w information is Picasso a n d 1 93 7 : [ ' Cuernica' is a wonderful example of cubist art. I n 1 9 3 7 Picasso painted it. ] In order to put this new information at the end we make the verb painted passive: 'Cuernica' is a wonderful example of cubist art. It was painted by Picasso in 1 937. If the subject of a verb is a long pllrase o r clause, we often make the sentence passive so that the long clause comes at the end: [ The huge orange sun sinking slowly below the horizon delighted her.] She was delighted by the huge orange sun sinking slowly below the iJorizon.
8.48 The 'un lmportant' ? gent
We often use the passive: when the agent (the person o r thing whicll causes an action) is not known: She was murdered. (We d o n 't know who did it.) when the agent is obvious from the context or from general knowledge: She has been sacked. (obviously by her employer) when the agent is not important o r relevant: Wars have been fought throughout history. (Who fought them is not important here.)
8.4C N ot mention i ng the agent
We use the passive when we wish to avoid mentioning the agent (for example, when we don't want to directly blame any specific perso n , or we want to avoid personal responsibil ity): I see the washing-up hasn't been done. Oh dear, look, the vase has been broken. Don't blame me. Nothing can be done about it. By omitting the agent we can describe general feel ings, opinions or beliefs rather than those of a particular person or group: 560 Paulo is said to be the fastest-growing city in South America. Rio de Janeiro has been described as the most beautiful city in the Americas.
8.4D focusing on issues
The passive is often used in formal English to: focus on the issues rather than on the people involved (this is very common in academic and scientific Engl ish): The research was carried out over a period of six months. describe rules and procedures: Answers must be written in ink. Candidates will be interviewed in alpiJabetical order. describe commercial , ind ustrial and scientific processes: Minutes are taken and then submitted to the chair for approval. Components are electronically tagged and transported to the production line. describe historica l , eco nomic and social processes: Tribal lands were sold over a period of fifty years. The currency has been devalued twice since the war.
1 07
P ra ct i c e 1
8. 1
The key to these exercises is 011 page 357.
.
Rewrite these sentences using passive forms.
o
1 2 3 4 S 6 7 8 9 10 1 1 12 13 14 15 16 17 18 19 20
Someone might have stolen it. We will provide refreshments d u ring the interval . You should complete the form in black ink. We have not tested this product on a n i mals. We supply this appl iance with a p l ug. Someone has fitted this car with an alarm. We arrange our displays in chronological sequence. You m ust wear hard hats while we are carrying out construction worl, . (two passives) We w i l l prosecute a l l shoplifters. Closed circuit cameras are monitoring this area. You may find toilet fac i lities at the rear of block B. We will take care of all the formalities. The customs officer made me open my suitcases. A lot of people say the government is out of touch with publ i c opinion. T h e j udge ought t o have sent h i m t o prison for life. The check-in clerk gave Stephen an u pgrade to first class. A fa rmel' let u s park the caravan in his field overnight. They saw him enter the building carrying a shotgun. Some people think the proposed legislation i s unwol'kable. Someone broke a pane of glass while the boys were playing i n the street. Their parents have given the twins a pu ppy for their birthday.
.
. . . . .
.. .. . .
,
. , , ,
.. .... .. .
.
,, .
...
. . , ,.
. . . . the news tomorrow . hiS press officer 7 T�e mini ster w i l l have D being ann ounced C to announce B an nou nced A ann ounce Olympic squad. the for selected . . . . . . . . . . . not regretted deeply 8 M ichael D been C to get B having been A' to be asked for fuel taxes . . . . . . . . . . . . . 9 The Opposition have D to be reduced C being reduced B to get reduced Ai be reduced tomorrow morning. skip the move to lders bui the . . . . . . . . . . . . I f) We' l l D getting C be Ilaving B have . A get printed out and on your desk by l u nchtime. figures the . . . . .. . l l ' I em. r\i probl o \1 D to get C have B be having A havi ng . . .. complete d on sclledu l e . project . this expect didn't really I 12 D have C being B to be A havin g been and stroked. cuddled . . love cats The 3 1' D to be C to have been B having A have .. featured in the pages of ' H e l l o ' s wedding . IIi Theirs was probably the most glamorou 'm'agazine to date . />. getting B to have been C having D have
3
..
8.3
complete this extract from a guideboo k. Five of the £hoose the most appropriate phrase (A-J) to ' phrases will not be neede d. Washington DC Tourist Guide
The·'· White · House
The official r�siden'r::e 6f the' p�esid�;'t of the United States, (1) . . . .
each year. It Is th e only resldence of, a;head Of state which is open to . the public. ·free of oharge, on··a-.regularbasis. The original bt.1Iding dat'eS :fcom 1 79Z and (2) . . . . Much of , HoD.an's original design sutvlll!lS, althpugh the m ansion had to b e . rebuilt tllter (3} . . . . In the vlar ot Wt4. l:hS:QlJfded four Include&. most ofthe state apartm ents . (4) .......... The pnvate �part�f1ts and ?ffic�s are no! open to th.e public. The , tou ,beglns in the East Wing LbbbY, . . an extension to t h e b ui lding F . ..
...
...
.
....
'
.
..
...
.
.
which (5) ...
Choose t h e word or phrase (A, B , C or 0) which best completes each sentence. o I don't l ike . . . . t.t. . . . cheated. A being B to have bee n C been D get . . . . . . . . . . . . . been banned from driving, I was u nable to rent a car on hol iday. A Getting B Having C Being D To 2 J o h n enj oys being . . . . . . . . . . . . arou n d . A bOSSing B boss C t o boss D bossed 3 They hated not having . . . . . . . . . . . . . selected for the shortlist. A been B be C being D get 4 I . . . . . . . . . . . . . my secretary re-type the memo. A got B get C had D having 5 S he . . . . . . . . . . . . her h usband to put u p some shelves in tile kitchen. D is having A got B had C have 6 They are getting their uncle . . tllem h i s cottage i n the country. A lend B lending C to be lending D to lend
'
".""
.
.
.
.
1 08
A . the British burned the house and many of its va l uable contents B . they added in 1 94 2 .
G
These i n c lude the East Roo m , t h e Lincoln Bedroom a n d tile State D i n ing Room. o the White House, is visited by more than one and a half m i ll i o n tourists
E' it and many of its valuable contents were burned by the British F an Irish-born arch itect, James Hoban. designed it. e The East Room, the Lincoln Bedroom and the State Din ing Room are included. H was added in 1 942 . I more than one and a half m i l l i o n tourists visit the Wllite House J was designed by a n I rish-born architect, James Hoban.
1 09
8.3
.. sentence as similar as possible in meaning to the any way.
the sentence s below, write a new � each of tence, in but using the word given. This word must not be altered en s al g n. orf\ are looking into the matter. o The ,accounta nts . . . . T.fp¢..�if.. if. ./?� .?ll.q!g4. i!:t!;9... be ing n. They are deliverin g Daphne's new car this afternoo . . .. . . . .. . . . . having Th tests. drug rigorous of series a pass to have will es athlet e 2 be village hall for our meeting. :3 The parish council let us use the
Match p arts 1 -3 with A-C in each set. Set a 1 Have 2 I had 3 I had
him report to me him reported him report to me
Set b 1 We got the computer repaired 2 Get the computer repaired 3 We got the engineer to repair the
A because I was his line manager. B when you see him later. C to his commanding officer.
computer
.
A or you'II be in trouble. B after he had fixed the printer. C because it had broken down.
The passive form is more appropriate because: A the agent is unknown or unimportant B the agent is obvious from the context or general knowledge C we are describing rules, processes or pro c edures D we prefer to put new information or a long subject clause at the end of a sentence
2 3
if
5 6 7
My parents are staying with us over the weekend. .. . . .. . . .. .. The New York flight leaves at six thirty. They collect the information from various retail outlets and they enter it onto the database.
8
An unknown person has vandalised the lift in our block.
..
. .
.
.... .
The ancient Egyptians were superb stonemasons. People hardly ever see foxes in daylight. People must complete this form in black ink and they must sign it.
12
Several members of the international press corps interviewed the terrorists. . . . . . .. . . . .. . . . . . . . This house used to belong to my aunt. . . . . . . .................... f;ft��� ��;� ;� ' � The jury convicted the man and the judge sentenced him tO j il ;
13 14 15
.
,
.
...,.
.
.
...
. .
"
....
. . . .
...,.
. .
"
..
,
.."
. . .
.
.
. . .
......
.
......................................................................
9 10 1 1
.
1 10
. . .
. , " .
.
They heat milk to
1 1 0°C
.
.
.
. . .
.
. .
. .
. .
Having completed the project, we were able to leave early. . ... . . .. . ..................... be en expansio n plans. the over us consult didn't manager new the that 5 We resented tile fact . . .. . . .. . . . not having . you. for early gates the open to r fr /'11 instruct the caretake .
7
..
. . . . . . . . . . .
....
.
... ..
. .. ....................
have
.
...
.
.
. . .
....
.
.
........
. .
They believe the suspect is i n hiding somewhe re across the border. . . ... . ... .........
believed
. .
They sacked her for being late so often. got
ALL
..... .
o f the verbs were passive. Underlin e the phrases Thi � text would b e improved i f a t least seven sections of the text below. those rewrite and passive the into go that should
Our area sales manager has decided to leave. The executioner executed the prisoner at dawn � � ��; �i;��i��d �h� �'�����: A man who had never known that he had rich r la i i . .
.
allowed
7
.
.
4
8
. .... You must dry clean this garment. .. !rI!f.T/:t4.!J4f.lJ1J!!¢. if!#'S.t..��.r¥y..� That baby really resembles her mother. The stunning vista of long white beaches backed by verdant h ills entranced her.
.
...
.
A passive ver? form would be more appropriate for ten of the sentences ( 1 - 1 5 ) . Tick (V) the five sentences which should not be ch � ng� d . If you think a sentence should be changed, choose the correct reason(s) (A-D) from the lIst In the box then rewrite the sentence. The first two have been done as examples (0 and 00) .
o 00
.
and then they rapidly cool it to produce the final pasteurised product.
1 2 3 4 5 6 7 8 9 10 1 1 12 13 14 15 16
,Solving the. Mystery of Hieroglyphics
"'"'-.l;'-''-I'''''-''-'-'' For almost two thousand years the symbols and inscriptions .=J" complete a were Egypt ancient of ts . onto the great monuIIlen obviously a kind of writing, but nobody knew what they meant. small Egyptian t?wn of Then, in 1799, a French officer discovered a strange stone in the of the languages was One surface. its into Rosetta. It had three types of writing carved the stone and captured British the later year A . unkn0¥1n ¥1ere tw0 oth�r the but Greek London. in the British moved it to the British Museum in 1822 somebody For twentyyear� the ston� lay gathedng dustin the.museum. Then the stone. He at look to llion Champo Franyois Jeall asked a Fr�nch � !entist named . he had seen on llrimediately recognised that some of the symbols matched those �gyptian symbols he was monuments in Egypt; By comB�ring the Greek words with the hs, a type of able to work out tlieir nletmit)g. T e Egyptian symbols were hieroglyp s. meaning and sounds represent writing in which pictllres it became possible for Once someh Y had solved th� puzzle oftheit written language Thus people finally ents. monum t gre allthe on ns � scholars to decipher the inscriptip unlocked the mysteries of Egypt's fubulous history and culture.
lXl
Line: . . 1 . . Line: Line: Line: .
g
Line: Line: Line: 111
Re p o rted s pe e c h When we report what we or other people have said or thought, we can use direct speech (reporting the exact words), but we usually use indirect speech. This u nit looks at how we report statemen ts, questions and command s, the variety of reporting verbs and how they are used.
9.2B Cha nges of and pronou n '. adverb
D I RECT AND I N D I RECT S P EE C H 9. 1 A Reporting speech in writing
W h e n reporting speech in literature , authors often u s e direct speech - t h e exact words are between inverted commas. We do not use that to introduce d i rect speech: He leaned towards Iler and whispered, 'Be sure to lock your door tonight. ' The reporting verb (said, replied, etc.) can go before the speech in inverted commas, after the speech, or in the middle of it: Lovett said, 'Houston, we have a problem. ' 'Houston, we have a problem, ' Lovett said. 'Houston, ' said Lovett/Lovett said, 'we have a problem. ' When we put the reporting verb after direct speech , it can go before the subject, u nless the s u bject i s a pronou n : X '-"Fhe-epeFefiofl--he:rbee/}-e-FesoIHldiRg-Stlec-ess,'--said-she, v' ' The operation 1705 been a resounding success, ' she said. v' ' The operation has been a resounding success, ' said the surgeon.
t
When we are speaking , it is possible, though rare, to quote words directly. We may do tllis if we want to focus on the exact words spoken: But did he actually say 'I love you'? We usually report words using indirect speech in conversa tions as we do not have punctuati on to clearly signal what is the reported speech: But did he actually tell you that he loved you? We use indirect speech for statements (II>- 9.2), questions (/I> 9.3) and command s (110) 9.4).
I N D I R ECT STATE M ENTS 9 . 2A Common reporting verbs
112
There are a n u m ber of common introductory verbs used to report statemen ts, which are often fol l owed by that (e.g. say, teil, add, continue, answer, reply, mention, remark): For the third time that day, the minister replied that it was out of the question . We can omit that after an introd uctory verb, and often do in conversa tion, except after reply , continue, answer and shout: I told them they were barred from the club from now 011. g There are d ifference s in use between say and tell. We can omit the object or use an indirect object (e.g. to us) after say, but we use a direct object (e.g. us) after tell: X He-said··us -that-hiS· fI)obife -phooe hod-bee n-ouE of-octioH__all-d0if. v' He said (to us) that his mobile phone had been out of action all day. X He -told-tha t·I7i5 -mobile-phofle-hed--been-ou t-of-action _olFday, v' He told us that his mobile phone had been out of action all day. Wilen we are reporting more than one sentence , it is not necessary to repeat the reporting verb to introduce every new sentence : Tom insisted that he hadn't been there. He had worked late, and had then gone . . We can report our thought s using reportin g verbs such a s think, decide o r imagine : She never imagine d that it would be so difficult to run for the Senate.
��
"�
Alex said she would meet us tllere again the next day at 3.30.
But if the statement is reported on tile same day and i n the same place, we would say: Alex said she would meet us here again tomorrow at 3.30. 9.2C . Change s of tense
When we use indirect speech after a past tense reporting verb (e.g. said, had confirmed), we usually change the tense in the sentences we are reporting (lJ. 9 . 2 0 ) . W e u s e a tense o n e step further i n the past ( ' backsh ift' ) , s o present forms become past forms (e.g. present simple -. past simple, present conti nuous -+ past conti n uous): 'I'm leaving il7 ten minutes. ' -. She decided she was leaving in ten minutes. 'We 've been living here for years. ' -t He revealed they 'd been living there for years. Past forms become past perfect forms (e.g. past sim ple -+ past perfect sim ple): 'It rained really IIeavily today. ' -+ Sarall mentioned that it had rained really IIeavily that day.
g
In most other forms of writing, such as letters and reports, we prefer indirect speech: She said the operation had been a resounding success. 9. 1 B Reporting speech orally
When we report another person's words i n indirect speech, we often have to cha nge the pronouns used i n the direct speech : James added, 'I really don 't understand the problem. ' '" James added that he really didn 't understand the problem. When another person reports James's words, then tile p ronoun I changes to he. Similarly, if the place or time of reporting is significantly different from that in the original speech, we often need to make cllanges to adverbs of place and time (e.g. now -t then; here -t there; today -t that day; tomorrow "'" the next day; yesterday -+ the day before; last Monday -+ the last/previous Monday) : Alex said, 'I'll meet you here again tomorrow at 3.30. '
9.20 When to change the tense
The past perfect simple and contin uo u s do not c h ange: 'They 'd arrived an hour early. ' -+ I said they 'd arrived an hour early .
We do not change the tense of the original words in reported speech when: the reporting verb is i n a present tense: He says that intelligent life in the universe does not exist. the direct speech includes an ' u n real past' (II- Unit 1 1 ) : 'I wisl7 I were younger. ' -, Janice said that she wished she were younger. X JalTi€e-50i£i-l'I1ef--she--wis/·7eri-sfle-lffld-beell-{) -!j unger.I n some cases we can choose to change the tense or not. This often depends on the relationship of the reported event to the time of reporting it. For exam ple, if we report 'I'm going on holiday tomorrow morning ' on the day it is said, we are l i kely to say: Susanna said she's going on holiday tomorrow morning. B ut reported a few days later, we are more likely to say: Susanna said she was going on holiday the next morning. We don't usually change the tense when: tile action in the indirect speech is sti l l happening or going to happen: 'I am working on the details of a tentative settlement. ' -. The negotiator said he is working on the details of a tentative settlement. (= He is still working o n the deta i l s . ) t h e reported verb expresses a fact or situation that cannot or is u nl i kely t o change: He explained that these animals roamed the eartl7 millions of years ago. He told us that counselling is not the answer for everyone. the verb comes after a time conj u n ction, e.g. when , after: Martin replied that he had started the job immediately after he left school. Note that in a l l of these cases, it is also possible to change the tense: The negotiator said h e was working on details of a tentative settlement. He explained that these animals had roamed the earth millions of years ago. He told us that counselling was not the answer for everyone. Martin replied that he had started the job immediately after he had left school.
113
o We
make the tense change if we no longer believe the direct speech statement:
REPORT I N G VERBS AN D T H E I R PATTERNS
' Where's Tom this evening?' X '-He-saie-nels-geing-te-jeifHiS,but-i-eert'-t-#tinJr.Ae-wlll.,.'-
9 . 5A
v' 'He said he was going to join us, but I don't think he will. '
9.2E Modal verbs
We often need to make changes to modal verbs. Where possible, the present form of the modal verb changes to its past form (e.g. will -+ would, may --> might) : 'The new law will be in place soon . '
-+
.
ffere n t Using di reporting verbs
She said the new law would be in place soon.
'/ think you should inform the judge. '
o Shall
'Publication may be delayed. ' -, The editor said that publication might be delayed.
Dad told me Ile thought I s/JOuld inform the judge.
becomes would when it refers to the future, but Sl10UId when it is a suggestion: 'I shall tell them everything. ' -, I decided I would tell them everything. 'Shall we telJ the manager?'
->
She suggested that they should tell the manager.
We can use both must and had to in reported speech: 'You must lose twenty kilos! '
-+
The doctor said that I must/had to lose twenty kilos .
In the negative we can use mustn't or wasn 't/weren 't to: 'You mustn't think badly of me. '
->
S/Je said we mustn 't/weren 't to think badly of her.
Ought to, used to, could, might, would
and should do not change when reported.
I N D IR ECT ( R E P ORTED) QU E ST I O N S 9.3A Common reporting verbs
'I'm really sorry. ' -. She apologised.
agree, apologise, refuse
verb
accept, acknowledge, add, admit, advise,
+ (t/wt)
clause
'I hacked into the company 's accounts system. ' .... He admitted (that) he had hacked into the company's accounts
agree, announce, onswer' , argue, assert, assume, believe, boast, comment, complain, concede, conclude, confess, continue * ,
system.
decide, declare, deny, doubt, exclaim, expect, explain, foresee, imagine, imply, insist, know, mention, notice, observe, point out, predict, promise, protest, recommend, remark,
We also use enquire for formal questions and wonder for 'ask ourselves' : We introduce indirect closed questions with if or whether: Lester wondered iflwhether there was anything better in life.
X Debereh··asked-if-oF-neHhere-was-a--lift -in-fhe·-apartment··bleek-c
v' Debora/l asked whether/if there was a lift in the apartment block or not.
In indirect open q uestions we use a question word:
o We
The nurse asked when exactly the pain had started.
verb
report negative questions which express surprise or criticism with a 'functional' 9 . 5A) l i ke complain:
'Isn 't that stupid?' -. ->
+ object + that clause 'Don't worry. You 'll arrive on time. ' .... She reassured me that I would arrive on time.
verb
verb
+ to
infinitive
'We'll pick up the children,
if you like. '
repeat, reply ', report, respond, reveal, say, shout' , state, suggest, vow, whisper ( * = that is obligatory)
advise, assure, inform, reassure, remind, tell, warn agree, demand, guarantee, offer, propose,
refuse, swear, threaten, volunteer, vow
-. They offered to pick up the children.
verb (+ optional object)
+ to infinitive 'Please can I use the car?' .... She asked to use the car.
ask {sb}, beg (sb), expect (sb), promise (sb)
'Please let me stay. ' -. She begged us to let her stay.
verb
X He-asked-·if-that-wasn-'t-st-upific
+ object + to + infinitive 'You shouldn't say anything. ' -+ I advised
advise, allow, clJQllenge, command, compel, encourage, expect, forbid, force, implore,
v' He complained that it was stupid.
him not to say anything.
instruct, invite, order, permit, persuade,
I N DI RECT C O M M A N D S A N D R EQ U ESTS Verbs used to report commands are tell, order, command and forbid (negative): When the vet had finished, he told them to let the animal sleep.
We use ask for reporting requests, and beg or urge with urgent requests: He forbade us to pass on any of the information to the authorities.
His secretary asked me to come back later.
1 14
verb only
The assistant asked what type of printer we had, but I don't know.
v' Deborah asked whether or not there was a lift in the apartment block.
9 . 4B Patterns
There are several different patterns used after reporting verbs:
Laura wanted to know if anybody had reported the missing person.
We can present alternatives i n ind irect questions with whether or not, but we do not use if or not, except by putti ng or not at the end of the question:
9 . 4A Common reporting verbs
The lawyer advised me to inform the judge.
9.5 B Patterns
T h e m o s t c o m m o n verbs f o r reporting questions a r e ask a n d want t o know:
The reception was boring and Andrzej wondered when h e could leave.
9.3B Patterns
A large n um ber of reporting verbs i ndicate the function of tile original speech, e.g: 'You should stop smoking. ' - . H e advised h e r t o stop smoking. (advice) 'If you do that again, / ,11 call tile police. ' -> He threatened to call the police. (warning) I n informal conversation we usually report speech using the introductory verbs say and tell. In more formal speech and writing, we use a greater variety of i n troductory verbs:
In i n d i rect commands we use a reporting verb and (not) to + infinitive: Several members of the Royal Family urged Edward VIII not to abdicate. We can use ask for + passive infin itive if we don 't mention tile person to whom tile command was given: The cinema manager asked for the culprit to be brought to his office.
verb + object + to + complement
+
remind, request, tell, urge, warn acknowledge, assume, believe, claim, consider, declare, expect, feel, find,
infinitive
'Muhammad Ali was the greatest boxer
presume, suppose, think, understand
ever. ' -. She considers Muhammad Ali to have been the greatest boxer ever. + -ing form 'I didn 't do it. ' .... He denied doing it.
verb verb
+
object + preposition
+
-ing form
'You forged the cheques, didn 't you?' .... They accused me of forging the cheques.
(Note: sb
=
admit, apologise for, decide on, deny, mention, recommend, regret, report, suggest accuse sb of, blame sb for, congratulate sb on, thank sb for
somebody)
115
P ra ct i c e
- ...r:--.:"'I 3d
Tile key to these exercises is on page 357.
s of Decide wheth er to change the tenses a n d adverb theSe senten ces in reported speech . Re' wrlte place. tim e and i n Londo n . ' is now the most popula r tourist destin ation o 'The Lond on Eye .t:QW.iat.t!.&ftj!:(Ni�lf! i!.tt.{..,9/'f.4..qtV, ,-t[?:Q� I(1:t!} t;M Mw.: i:>. � Y. f. Th e guid ebook states . .f;(w.. t::I-0. /"P.tJ.Mf1.< .' here well so going to stay anothe r week as the resear cll is 1 'I've decide d said e H uver. Vanco from profe ssor Jones rang the opera i n New York this weeke n d . ' 2 'We' ve got tickets for me last week t h a t . . told 'Ge rry a n d Louisa peacefu l . ' the archipe lago are mostly u n i n habited and very of islands ler smal 3 'The m e a few weeks ago said m progra TV that t u B here! people many o s TIlere are . . . . . . . . . . .. . . . . . . . .. . . . . . . . . . ... . . . . . . . . . . . . . . . . . .. ' didn 't live s o far away from her. 4 'Mum's really i l l . I wish w e ..... .. .. .. .......... She told me that Sharon was really depres sed last n ight. or a n i ma l s th e re . ' ldren i h c many aren't u l -de-sac , and there 5 'The house is i n a very pleasan t c .... ...... .. . . ... that insisted agent estate the ut B ! l awfu it's Here's the road. Oh no -
1
.
Four of these six sentences contain mistakes in grammar or punctuation . Tick (v) th e correct sentences, then find and correct the mistakes. o 'These traffic-cal ming measures have been put into place for a very good reason , ' said he. 1 Tile doctor sai � at I should really do more exercise. 2 A l ison decided that she'd have the wllole kitchen floor replaced. 3 Delia commented that fresh coriander could be found i n any good su permarket now. 4 TIle c h i l d sllOuted he wanted to go home to h i s m ot he r. S And then the interviewer actually said that's a lie, M i nister. 6 The new H onda Civic, the salesman added , is one of the most popular small family saloons now.
:2
9.2
,
'
Hi, Mum. It's Lucy here, just phoning to say Happy
all
you again later.'
afternoon but
I'll try
2
'Oh, er, hello. This is Christine Reynolds. I'm phoning to find out the results of my blood test. I'm going on holiday tomorrow morning so I'd be grateful
if you could
ring me back later.'
Doctor, Christine Reynolds left a message earlier today. She said . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
'Elaine, hi. It's Rosemary
3
here. I didn't get to Spanish day and
I
got home late.
need a chat about some problems
I'll
4
I'll be at the school until
if
you would like to call me back.'
M r Harrison from Leefield H igh phoned earlier. He said
'Good afternoon. This is Tim at Barrett's Wine Delivery Service. I'm afraid that we can't fulfil your order, as you didn't include credit card details on your order form. We have to have these details, or payment in advance, to fulfil an order. I'll await your instructions.'
Someone cal led from Barrett's a few days ago. He said 116
6.30
your son Joe seems to be having.
ring again to find out what the homework is.'
Rosemary called a couple of days ago. She said
'Hello. This is Mr Harrison from Leefield High School. I think we
last night as I'd been out all
...
"
.
.-
Birthday. I'm going to be out
.
.
..
,
"
"
.
Report these telephone messages. Make sure that you change the tenses ' pronouns and adverb5 as necessary. o
,
.
...
.
.
.
.
.
s when he decora ted their living room . ' 6 'The accuse d first met the Wilson ....................... .......... . . that med clai lawyer the court, n I old accoun ts?' househ the for system banking online 7 'Shall we switch to an . My husba nd suggested that . . . . . . . . . . . . . . p.' for years before they reveale d their relation shi 8, 'They had been living togethe r secretly . .. . . . . . . .. . . . . . . . . . . . . .. ... ... . . . . . . . . . . . ns pOliticia The newsre ader said that t h e two bays for more than twenty m i n utes at a t i m e . ' S :You mustn't leave your car in these parking ... . . . . . . . . . . . . . The traffic warde n explain ed on!' nati reincar as thing such no is There really! 1 0 'Oh .................. . The scienti st mainta ined that
contain s a mistak e. Find the mistak es a n d Each of these reported questio ns and comma nds correct the m . if could he start straight Andy was real ly excited about the n e w job a n d asked
2
, away. ' wonder ing how possibl y could Miriam was running as fast as she was able to , she get away from this maniac. as soon as possi ble. 3 The Prim e M i nister asked for the new cri m e bill to d raft we paint it. before tely comple dry A The builder told u s let the plaster g during the night. anythin heard had we not or if asked urs neighbo The S the buses and trains. 6 They informe d u s where buy the books of tickets for '7 Dad asked me where I'd been all night? with the new fax '8 Th e salespe rson wanted to know what is the p roblem machine. she had found 9 Sandra begged to her landlord not to evict her before somew here else to live. can make contact with 10 Standin g i n the dank, dark cel l , Leyton wonder ed i f he the prisoners on either side of him.
117
I : ',1
Worries
Report each of these statements, using a n appropriate verb from the box. · a'c<':t.ise
a po l o�jse refuse
' ': >c o nsi dh e n coUrage " bia nl e . regret remind . . suggest warn '
te.l,s�rr
LTni.ye�ily :survey. asked respondents (0) . a number of questions about their Internet use. It .
rnploy!!l's .
PIO '
8 9 10
!18
A A A A A A A A A A A
answer did they spend whether had increased they stil l spending changed increased tel l s takes or not is turn i ng
® B B B B B B B B B B
to answer they did spend what was increased 'I sti l l spend . had changed had increased says us had taken could we get was turning
C C C C C C C C C C C
that answer they spent if or not have increased they sti l l spent has changed increases tel l s u s take we could get had turned
.
sor of Political Scieilee at Stanford, Norman Nie, (7) .
.
that we are mov.ing from a
world where we know and 'see neighbours and friends to one where interaction n
It
di lance. He asked rhetorically whether (9) 'eerns
.
..
7
that the results of the survey prove that the Internet (10)
ALL
(8)
.
. . place at
. , a hug or hear a warm voice over the Intemet.
who cail.'tbe bothered to call their mother Oil her birthday.
8 M y friends: ' Come on - y o u can do t h e Swimathon with u s . You're just a s good a s w e are . '
0 1 2 3 4 5 6 7
.
'boul'S a. weekdaimed that they spend less time with their family and friends. One in four of rh� lota! respo'ndents also said that the time they spent working at home (6) . , benefiting their
7 The police officer: 'We believe that you have been making obscene p hone cal l s t o this office . '
Read the article at the top of the next page and then decide which word or phrase below best fits each space. Circle the letter you choose for each option. The exercise begins with an example (0).
. fewer than £ive ·
..
6 T h e fan : ' I ' m terribly sorry a b o u t confusing you with George Michael . '
1 2 M y mother: 'You had your tonsils taken out when you were about nine, remember?'
..
(5) . little. However, a quarter of tbose .people who do use .the Internet for more than five
5 The disc jockey: 'Oasis were definitely the best band of the nineties . '
1 1 T h e d i rector: ' Let's try this scene a different way, sllall we?'
(4)
.
1\ i\l.rS 3 week Oil the Internet. The survey coneludes that :the behaviour of these people
4 The departmental manager: ' It was yo u r fault that we l ost the Siemens contract.'
feel terrible now about contradicting J u lie in front of her whole tea m . '
.
bill llO{ UnelCpected. Two-thirds of tbe people survyyed responded that
3 Pete: 'You should think about going to the new Thai restau rant. It's excel lent. '
'I
. , internet use had affected the amount of
(3) . . the time .(eSpondents spent working, eitber at home or in the office. The answers were interesting,
2 M y best friend: ' Do n 't you ever discuss my pro blems behind my back again!'
1 0 The team manager:
.
we they spent withfamily and friends. It also enquired whether their Internet use
!If.r.iAJ:(j�.fo.r.
9 M i ke's brother: ' I don't m i nd organising t h e collection for M i ke a n d Sarah's wedding.'
Internet use
a�d bow much'time ( l ) ... on thelliterriet and ('2)
o My wife: ' Do n 't worry about the arrangements for the reception. They're all under contro l . ' . .My .w.ij.er.r.l!!Y.fw.e4. i'!14'JIu¢: � � r.�fV. w.if.1?: 1l4.�. (p1.1J;r.C;?. Geraldine: ' 1 will not take part in the new play.' . . .
about
A recel1l SUl'yey into Intemet use has thrown up some worrying results. The Stanford
re c ommend " V6Iunteer "
...
people into solitary beings
ons by fam ous peo ple vers ions of some quo tati say? Rew nte the reported What did thes e peo ple in direct speech . casu alty l i st o f the o f every deat h exce pt t h e d that he had been accu sed ' Ia1l1e p com e onc e apon 'ArC World War. · • ... . · . · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · k ·d � · � ·h � ��� d � ���; ·;��d � b��k if it were poss ible for . . l : on once rem ar e h a Wils . row 2 'Pres iden t Wood It. with the pers on w h o wrote him to talk for half an hour ... . . . . . . . . . . . . . . . . . whe n one was age ing. ed that age o n IY mattered :5 . Pab lo Pica sso once claim ty. twen be well t j ust as . . . . . . .. .. arrived at a grea t age, he migh . e and it atur liter 0ut witl1 well very d get alon g men ted that the wor ld coul 4 Jean -Pau l Sartre once com . man out with er bett coul d get alon g even n It was I n the beg un 111 th e Inind s of m e ' O stated that s1l1c e war s had 5 A spok espe rson fro m U N ESC e d truct nce of peac e had to be cons milld s of men that the defe · · .. . . · · . . . . : � � �� ������ he didn' t want to belong to any a a club to acce pt IS reslg d aske once x Mar ucho 6 Gro ber. mem a as m i h pt acce club that wou ld . r coun try cou ld do pI e t 0 ask not wha t thei once told the Ame ncan peo 7 Pres iden t John F Kenn edy try. cou ld do for thei r coun for them , but to ask wi1at they d cho pping woo d e so man y peo ple who love that 11e knew WilY ther e wer 8 Albe rt E1I1s te1l1 once said saw tile resu lts activity one I m m edia tely . . He exp la1l1e d til at 111 that .
"-'
.
. . . .
.
. .
. . .
h
. .
. . . . . .
. . . .
. . . . . . . . . .
. .
. .
; b
119
We can use modal verbs in either clause , especially can and may: Prawns can be very risky to eat if they haven 't been kept at the right temperature. If you can read this, you 're driving too close to me!
Cond itiona l s Conditional sentences usua l ly consist of two clauses: a conditional clause (or if clause) and a main clause (or result clause). The result i n the main clause is dependent on the condition in the conditional clause. Tilis u nit looks at the basic types of conditional sentence, and some variations on these, and i ntroduces a n u mber of words and phrases used to express conditions.
1 0. 2 B Use
G E N E RAL P O I NTS O N CO N D ITIONALS 1 0. 1 A Sentence structures
We usually form conditional sentences i n one of these basic structures: if clause m a i n clause J, J, If I had a car, I would take you.
I
OR
I
main clause if clause J, J, I I would take you I if I had a car.
If we put the if clause first. we usually separate tile clauses with a comma, especially if one cla use is quite long: If the bill is passed by both parliamentary houses, it becomes law. We can use then in the main clause to em phasise that the resu l t depends on the condition being achieved: If the bill is passed by both parliamentary houses, then it becomes law. We can put the if clause i n the m i d d le of the main clause, but this is rare: It may be possible, if both parties desire it, to reduce the time scale. In conversation we often use only the main clause; the if clause is i m plied : A ctually, it would be pretty difficult. (if we d i d as you asked) 1 0. I B Sentence patterns
zero conditional
Possible at any time, but most commonly in the present: If your dog is depressed, he probably needs more exercise.
first conditional
Possible in the future: If the single flops, they'll sack their manage/�
second conditional
Impossible in the present/possible (but improbable) in the future: If you were a bit nicer, he wouldn 't get so cross.
third conditional
Impossible in the past: If you had answered the door, -she wouldn 't have gone away again.
This is also known as the general conditional.
present simple if + present simple If you don 't look after tomato plants, they die very quickly.
We can use other present tenses i n both clauses, e.g. present perfect or present continuous: Prawns are very risky to eat if they haven't been kept at the right temperature. If she 's travelling abroad on business, she always phones me every evening.
1 20 'j
We can use an i mperative instead of a present tense in the result clause to give a general instruction: If a chip pan sets alight, throw a fire blanket, not water, on it.
F I RST CON D ITIONAL 1 0 .3A Patterns
This is also known as the likely or possible conditional.
will/won 't + infinitive if + present simple If the museum charges for entry, a lot of people won 't be able to visit it.
We can use other present tenses in the if clause: If you 're coming on the motorway, you 'll need chaoge for the tolls. We can also use other future forms in the main clause: If the results of the customer survey are favourable, the supermarket is going to introduce a new raoge. We can use modal verbs in either clause , especially can, may and should: If the regime con keep the loyalty of the army, they may retain power. If the Spaoisll team contioues to do so well, they should win the World Cup. It is usually incorrect to use a future form in the if clause:
There are four basic cond itional sentence patterns wllere our choice of tense depends on the time of tile condition (past, present or future) and how possible or impossible we think the event is:
ZERO C O N D ITIONAL 1 0 . 2A Patterns
1 0 . 2C Related uses
We use the zero conditional to tal k about events or situations that can occur at any time, and often occur more than once, and their results: If I eat dairy products, I get red spots on my skin. If can be replaced by when in this type of condition al sente nce: If/When you press this key, the game starts, and when you click here, it stops. We also use the zero conditional to talk about actions which always have tile same result: If you use a very hot iroo on nylon, it melts.
)( If-t-he-weefAer-w-il/-e�eef.Hemer-Few,-we':II-Aave-fl-17ieFlie-c"
v If the weather is good tomorrow, we 'I! have a picOic. H owever, it is appropriate if will/won 't refers to willi ngness or refusal (II>- 1 8. 3A): The compaoy will impose saoctioos if the workers won't abandon the strike.
1 0 .3B Use
1 0 .3C Related uses
We use the first conditional to describe possible future events or situations and their results: If the result of ti1e test is oegative, you '/I receive notification through the post. The bank will be starting a recruitment drive if it receives head office approval. We can use the first conditional to express a variety of functions: Commands: If you get home late, don 't wake us up! Don't forget to close the wiodows if you go out, will you? 1 '/1 call the hotel if you don't have time. Offers: S uggestions: Shall we go out tomorrow if the weather's good? Warnings: 1 '/1 call the police if you don't leave right now! Note that we use an im perative i n the main clause for commands. To make this conditional pattern m o re forma l , we can omit if a n d use should before the subject: Should you be less than delighted with our product, we will refund your money immediately.
1 ..
f: . .�J.. ,..,
" ,,- ', .,.-.,
U Unless
is not always an after if is contrary to knownalternative to if not, especially whe n the nega tive cond facts , an d in most qu estions: ition x .Vel:lcd-
i
ee-lJepPieF-UnleSS-YOtJ--hOd-&iJeh._hi§h --eXfieetet:iefl-fr. v' You 'd be happier if you didn 't h ave such high expectations. X Whot-time-sfIO Il-we-lee ve-fOF-t:he -theetfe_unleSs--hev' What time shall tI:lFI15-fJP? we lea ve for the theatre if he does n 't tum up? unless not: The college will offer you a place on next year 's course, unless grade is not os your school-leavi predicted. ng 'Are they going to sell? ' Not unless they rece ive an exceptio nal offer. '
We can use
with
(= if your school grade is as predicted)
if they don't receive . .. ) (= They won't We use the conjunctions pro vided/pro viding Necessary (that) to emphasise (that) , So/as long os and on ( that the condition is necessar condition conditions y to the result. They all the) The system will not have to be mean only if: . drained provided that EXpenses will be antifreeze has reimbursed on been added. the condi that all receip 4} We do not u se thes ts are submitted. e conjunctions with thetion third conditional, as they pres ent or future condition s: can only refer to X we-WOUf 1 0. 7 B
d-IJOVe--hOd-the'fi OFttJ-there-so-JonY -as-tlJefi-/lOd_ oFFon v' We 'll have the §ed_.the-eeteFif'l[r. party here, so lon g as you also arrange the cater ing. but for +
To express a necessary con dition for so meth ing to have happened in the past, we Us noun phrase: e They would have all periS/led, but for the quicx thinxing of the driver. (=
not been for the quick thin king ' " if it had of the drive r) 1 O . 7C We use Suppose/SuPPosing (that) ' " an d Imaginary What if '" to talk Suppose he asxed about imagi nary condition s. you to go to the cinema with him, cond itio ns We often omit the would you go? resu lt clause with th ese conju nctio ns (II> 1 1 . 2 0): What if the mon ey does We u se in case to imagine na 't arrive on time? situa tion. It is not the same future as if: I 'll pop round lat er in case you 're there. (= I don't know if you' ll be there .) / '11 pop roun d la ter if you're there .
(= I 'll only com e if you're ther e.) We often use in case to imag ine a precaution necessary for a situ ation
to
these exercises
pull the cord abov e the bath. We use even if to express a co nditi on Unexpected that is unex pecte d in the circu mstan ces: Even if they do go down with flu after they 've had conditions less serious. the vaCCination, it 's lixe/y to be 1 0. 7 E We use whe ther . . . or not to express a lternative conditions Alternative They 'll deliver the (for all conditional patterns): furniture Whethe r there 's some con ditions one to rece In case of (an) emerg ency.
ive It or not. I:!->. Page s 1 38 and 1 3 9 for Rou n d up of con ditionals, subj unct ive and 'unr eal' past
is on
page
358.
1 IliB]:1(I
Write the correct form of the verbs in brackets to complete the conditional sentences in this a rticle . Use modal verbs if you think they are appropriate.
No pru.n , l1o gain? ]t'5 Janu ary 1st. You:r� on tI1e ollthrQoni
'
61l!Jl�. groaning, If you (1) .. ... . . (cat) that
last piece of Christmas puc!, perhaps you . woul.dn't have put on thllt extra kilQ. .. . . .. . .
N�er mind, you the gym!
C.11l lose i� and �t fi� ;i:
0 .. � that the
eight thing to d'oHf . '
you!rc unfit., you (2) . . . . .. ..
(stand)
a.
huge·
chaJib: of injuring yourself in ,the gym or on' the squash C.Oll.t:r. You must take care �efo.(C launching yourself jmo a vigQr6us> exorcise routine: if you doo't tIeat
);o. .�r
.
body with respect, it (3}., ....... (no.t!funcrioo) as YOI,l ..want it to. The knee,
in pnrticl1iai; can cause'llntold problems. : ) problems with We (4) ...... . : . (norlhave our kneeS if we. still (5) . . . .. . . . (walk) on all
pounclli}g q�
nou n) is mor often used in instructions :e formal, and is 1 0. 70
The key
fOUI!;, qut they're n6t liP to. a vertical die tn';adwillf()r ;ri h()ur. a
:
She gave me the xey to get in the house in case you wer e out. In case of (+ In case of (an) emergency, p ull the cord abo ve the bath.
P ra cti ce
day. All o f ourj o ints c;n c ause problems; if you (6) . . ... . . � (want) to play football safelY" rn;&'e. ,sure. you .�ear the Jjgpt . boots to . prote�t your ankles.. pecent coaching (7) . . . . ,... (be)essential ifyoure going to
.
t:!.ke- up . a raci:et s'port: sorhething as s.iD\ple �s a WrQrig�siu gnp can cause ' .
tenrus eibow: . . . .. . •. . . ' .,
'
Many lIpor,ts inj!l!ie,s ate caused;by insufflcie�t �lIl'JTl�up�)'f'eyeryorie:Sp<;nt a few .min�te� strerching thc;i1 mllscles before exercising, they '(8) .... , . . . ' ;; �expcrit'riGe);!Iluch Ii:$s paln during · · ·
.
extiici$e it�eif. ·But: people cah he .st1lbbl�rn
about pain when exercising. The phrase 'no pain, no gain' is rubbish. Should you feel pain wh eri you're exercising, you (9) : ....... (stop) at once! Sport has so many other hazards, . ' though: G�lf, .y.ou would think, is relatively harmless. No t SO for Anthony Phua, a Malaysian golfer whowas killed by getting in 'the way of his partner's swing. Now, if he hadn't taken up that
particuladorm of exercise in the first place, it (10) ........ (happen)< What can you do if you (11) . . . . . . . . (notlwant) to risk sport, but you still want to lose weight?Well, it 's not all bad news for couch potato es . If you're happy t� lose calories st�adily bilt slowly, just (12) . . . . .. . .
(stay) at home: sleeping burns 60 catories an hour, ironing 132 and cooking 190. Just don't ·eat what you cook!
1 25
TH I R D C O N D ITIO NAL
S ECOND CON D ITIONAL 1 0 .4A Patterns
This is also known as the past or i m possible conditional .
This is also known as the u n l ikely or i m probable conditional. Patte rns
would/wouldn 't + infinitive if + past simple If they wanted to make an offer, she would listen and think it over.
We can lise continuous forllls in either or both clauses of this conditi onal : If someone had been teaSing your child so nastily, you would have behaved in the same way. We can use a modal in tile main clause, usual ly might or could: It might have been easier to break the news if I had known her a bit better. If the spy had intercepted the message, he could have averted the crisis. o I n US English, it is possible to use would have in the if clause. This is becoming more common in B ritish Engl ish, although many people consider it incorrect: U S : If the play would have finished on time, we WOUldn't have missed the train. Br: If the play had finished on time, we wouldn 't have missed the train.
We can also use the past continuous or was going to in the if clause: If a celebrity were staying in the hotel, security arrangements would be tiglltened. We often use a modal in the main clause, especially might or could: More funding for AIDS research could be secured if people were more aware of the dire situation in Africa. o With be in the if clause, we usually use the subjunctive were for a l l persons. You may hear English speakers using was as in the first example above. It is becoming acceptedl today, but you should not use it in formal situations. [If the programmer was familiar with this language, it would be an easy job. J v If the programmer were familiar with this language, it would be an easy job. o It is possible to use would in both clauses in US English but not in British English: US: The blockades wouldn 't happen if the police would be firmer with the strikers. Br: The blockades wouldn 't happen if the police were firmer with the strikers. 1 0 .4B Use
1 0 .4C Related uses
1 22
The second conditional has two main meanings. 1 It can describe an improba ble future event or situation. The condition is u n likely to be fulfilled because the future event is unlikely to happen: If the result of the test were positive, we would call you within two days. 2 It can also describe a hypothetical current situation or event , i . e . one which is contrary to known facts. It is therefore i m possible to fulfil the condition: If the police were confident of their case against Sykes, surely they wouldn't heSitate to take him into custody? (= The police aren't confident of their case.) The choice between the first conditional and Use 1 of the second conditional often depends on how possible the speaker bel ieves an event to be: If Mike rings the travel agent tomorrow, he might get a cancellation. (The speaker thinks that it is l ikely that M i ke will ring the travel agent.) If Mike rang the travel agent tomorrow, he might get a cancellation. (The speaker thinks it is unli kely that M i ke will ring the travel agent. ) W e u s e t h e second conditional t o exp ress a variety of functions: Giving advice (with were): If I were you, I would take her out of that school. If you could deal with this matter, I'd be very grateful. Polite requests: If we didn't have to work so hard, we could spend more DeSires/regrets: time together. We can use should + infinitive or were to + infinitive i n the second conditional to emphasise that the condition is u n l ikely to happen: If the printer should break down within the first year, we would repair it at our expense . If you were to listen more carefully, you might understand a little more. We can put was/were (to) before the subject in order to sound more formal: Were you to accept our offer, we could avoid the costs of a court case. We do not put do or the main verb in front of the subject: x Did the ·builders--fiFlish4:he..·work ·to..schedule;...fhey-would--Feceive-a...eoFlHs, v If the builders finished the work to schedule, they would receive a bonus. v Were the builders to finish the work to schedule, they would receive a bonus. We can make this condition more formal by placing should before the subject (Ill- 1 0 .3C): Should the tickets fail to arrive before the departure date, we would arrange to have duplicates waiting at the airport.
would/wouldn 't have + past participle if + past pe rfect If we had paid our cleaner more, she wouldn't have left us.
·1 0 . 5B Use
1 0.5e Relate d uses
t...
The third conditional describes a hypothetical situation or event in the past. The past situation or event is contrary to known facts, i.e. it is an u n real or i m possible situation: I would have used your builder if I had managed to contact him. (but I didn't manage to contact h im ) W e c a n u s e t h e third conditional to express criticism: If yo u 'd been driving more slowly, you could have stopped in time. We can put the auxiliary had before the subject to create a more literary style: Had the film been released in the summer, it would not have been so successful.
M I XED CONDITIONALS Mixed conditionals include the verb forms from two d iffe rent conditional patterns. These are the two most common mixed patterns.
1 0.6A . Mixed secpnd/third conditional
This conditional describes a hypothetical situation or event in the present, which is contrary to known facts. The result i n the main clause refel's to the past: If the island were still a tourist attraction, last week :S earthquake would have caused far more deaths. (= The island is no longer a tourist attraction so the eartll q uake didn't cause a huge n um ber of death s . )
1 0. 6 B Mixed thirej/second conditional
T h i s conditional describes a hypothetical situation or event in t h e past, w h i c h is contrary to known facts. The result in the main clause refers to the present: If Fleming hadn 't discovered penicillin, there would be far more fatalities every year than there actually are. (= Fleming d i d discover penicillin so there are fewer fatalities now.)
"
ALTERNATIVES TO IF 1 0 .7A Negative conditions
We often use unless to express a negative conditio n. It i s similar to if . . . not or only if: Unless you 've got a doctor's note to say you've passed the medical, they won't aI/ow you to go on the activity holiday. (= If you don't have a doctor's note " ' , they won't allow you . . . ) Unless they all retreat, the casualty count could be horrendous. (= The casualty count could be horrendous if they don't a l l retreat. ) I wouldn't be willing to help you out again unless you paid me. ( = I would help again only if you paid me.)
1 23
Rephra se the Infor mation in each paragr aph to use a conditi onal sentenc e . Th . . e f'Irst wor d s are gIven to you In each case, a n d the first one has been done as an examp le (0).
South-East Asia faces new smog cr�sis .' -< ', '
.�.{f�j . f.:t: .if&.�. If.kk:{>ft.w.y� :...........
2
ftr.M
' 4
.
. .
. . .
..
..
.
...
.
.
.
.
.
. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . .. . . . . . . . . . .
. . .. . ...
.
" .�
.
•
�
rY
wear'face masks'. The dovel'Oment .s.ays:· -You holild. wear .";; :.:;� . . . .. . ...... . . .. ;'.,0. .... . . . .... . . ;, ::: :: : .. � : " :' ;';�!''''_ ' ' i�:. ': ;:, . :. . . . . ' , ,' i The overnJTlen'ts involved dldfl t take crisis: 997 1 Pb�itive acllon afta'r the Envirbnmentalists think ltlls . .Is why the current ctisis has happened, If the goverrime�ts involved :... ;,. . . .. . . . . . . . :. . . . . . . . . . . . .; . . . �.:,: . ':: . .:��: ,'. . . . . . . . � . . : . . " . . . . . . . . . . , . . . . . . . . . . . . ,. . . . . . . :. . . . ..... :.H .. " ' w �of One ofthe problems Ministry 'a have d te the cd u ntries affec ' onhe Env i ron m e�t, � t!1ere is no serious environmental proteCtion. · There might be rt1ote :'. . . ; , ; . . ;., : . . . . . . . . . . ... . . . . . . . . . . . .. . . . . . . ...... .. ... . . . . . . .,. . .. . . . . . . . . . . . . . . . . . ..
. . .
. .
�
..
.
••...
.. .
"
.
�
r� . .
•• ••
.
, , ;•. .
. . .. .
..
..
5
T h e government stopped relea:sing pollution levels in June bec�.� se it didn't want to frlghten off tourists. The tourisf i n dustry has not yet suffered. The tOUlist industry might . . .
: ,'
.
The forecast is.thatthe weather will stay dry, but only heavy. rain can avert the crisi s. If it .doesn't rain, '." " " " "'"'''' ''''''' ''''' . .. . . . : . . . . . , .... .... . , .. . . . . .. . . .
.. . . . . .
" �
i
South-East Asia. Something has to be done to control these fires or the smog crisis of two. years ago will tie repeated. . Tbere will be a repeat of ......
,"
3 Governm ent ·offibials �re, advisiilg; ' .' people with resp rato probi errl s. to
o Fo rest fires are breaking out all over
4. �.@@f:.:!! J!H!t.r
"
.
..
.
.
.. . . . .
. is th�� fe
.. . . �
.
.
........ ........
. .
.
.
. .
. . .. .
..
.
..
.
..
.
.
.. . . . .
.
.....
.
.
. .
.
.
..
.
. ...
.
.
..
. .. .
.
.
. ..
.. .
..
...
Here � re some lines from songs . Each l i n e is a condit iona l . Match the . two halves of the condlt lo�al se ntenc� to make the compl ete line. Be careful - one of the condit ionals is incorrect . . C an you IdentIf y whIch one?
2 3 4 5
If I could read your m i nd , love, . If I had a h a m mer, . If I need love, . If I ruled the world , . If I were a carpen ter, a n d you were a lady ,
6 If I were a rich m a n , . If looks could kill, . . . 8 I f you ' re goi n g t o S a n Franci sco . ' 9 If I can't have you , . 1 0 If we d o n ' t try to save the love we got,
7
1 26
A B C D E
F G H
J
would you m arry me a nyway? they proba bly wil l , in games withou t frontie rs. we 're gonna lose it. be sure to wear some flower s in your hair. every day would be the first day of spring . what a tale your though ts would tel l . I h o l d o u t my h a n d a n d I touch love. I ' d h a m m er out reason. I WOU l d n 't have to work hard, I d o n 't want nobody, baby.
4 �""'--'--
if clause (1 -5) with two possible main clauses (A-L) . Then complete the m a i n clauses Match e ach words in brackets. Use modal verbs if appropriate. us iJlg the hadn 't been in the right place at the right t i m e , . . . . . fj � .[; o If Bill Gates today d id n ' t take their tra i n ing so t es seriously, le h a t If 1 :I If 1 0 h n Lennon and Paul McCartney hadn't met, :3 If OPpe nheimer h a d n 't d iscovered how to build a n atomic bo m b , 4 If lt were n ' t possible for scientists to isolate i ndividual genes, 5, If th e printing press had not been invented,
. . . . . . . i m m inent. (not/be) A'il cure for canc er " . . . . . . . B he. . . . . . . . . . . . Wf!�t.l?L . . . . . . . the ricllest man in the world now. (not/be) " . (not/be/destroyed) C Hlroshima and Nagasaki . . . . . . . . . . . . . . . . . . . . D I " . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . possible to extend education to most people. (not/be) E Miar osoft . . H!r.�th4Ye:.bfY.lJ:'& . . a household n a m e . (not/become) . . . . . . . . . . . . . . . . . unknown to us. (be) F tntich of our h istory . .. . . . . so exciting to watc h . (not/be) G s p ort . . . H th e Seatles . . .. . . . . . . . . . . . . . . . . . . . . . . . . (never/be/formed) . an issue. (not/be) ! the ethical debate around cloning JI t he pop m llsic of today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . very d i fferent. (be) . a more secure a n d peaceful place. (be) l<. the world . . . . . . so many records i n recent years. (not/break) L t�ey . . .
Read each short text and the conditional sentences that follow it. Tick (v) the correct conditional
sentences. (One or two may be correct i n each case.) Put a cross ( X) by the incorrect ones. Think about the meaning as well as the grammar.
o Thanks for looking after the hOllse while I ' m away. The only d i fficulty might be the burglar alarm, which occasionally goes off for n o reaso n . The police always follow up ill1 alarm, but just tell them that it's a bit temperamenta l . A If t h e alarm goes off, t h e police will come. B If the alarm were to go off, tile police can come. ' C If the alarm should sou n d , the police will come. The crash of the Air France Concorde has now been attributed to a piece of metal o n ' the runway, apparently from a Continental Airlines DC 1 0 wh i c h had taken off m i n utes before. The metal caused one of Concorde's tyres to burst, which in turn ruptured the fuel tank o n the left-hand side of the plane. ' . A If the runway were swept after each take-off, the disaster might have been averted. B If tile runway had been swept after the D C 1 0 take-off, the disaster could have been averted . C I f t h e runway h a d n ' t been swept after t h e D C 1 0 take-off, the disaster might have been averted . 2 The government urges that all childre n a n d teenagers are vaccinated against m e n i ngitis C . A If your child h a d n o t yet been vaccinated, please m a k e a n appointment with t h e n u rse. B If your child has not yet been vaccinated, please make a n appointment with the n u rse. C If your child was not yet vaccinated, please make a n appointment with the n u rse. 3 I haven't seen the result, but Rusedski must have fin ished his second rou n d match against Pioline by now. A B C
..� �. . �.
I f he gets th rough this one, he'll be delighted. If he's got through this one, h e ' l l be delighted. I f he got through this one, he'd be delighted.
12
7
4 Try to engage the potential c l ient in conversation as soon as possible, to make it more d ifficult for him to put the phone down. A If the c l ient won 't engage, politely thank him for listening and hang u p . B If t h e client doesn't engage, politely thank h i m for listening and hang u p . e If the client wou l d n 't engage, y o u s h o u l d t h a n k him f o r listening and h a n g up. S Over n i nety-five per cent of people who successful l y complete our course find that they recover the course fees within a few months through income from Ilaving their work published. A Should you not recover the fees with i n a year of completing the course, we will give you a full refun d . B Did y o u n o t recover t h e fees within a year o f completing the course, we w o u l d give you a full refu n d . e I f y o u h a d n · t recovered the fees within a year o f completing the course, we would give you a ful l refu n d . 6 I n last week's peaceful demonstrations i n B u r m a , one demonstrator was seriously inju red when she fell and was trampled by the crowd trying to flee from the water can nons. She is stil l i n hospital i n a critical condition. A If the demonstrator didn·t fa l l , she m ight not be in hospital now. B If the demonstrator i1adn't fal l en, she might not be in hospital now. e If the demonstrator hadn't fal len, she might not have been seriously injured.
6
is article and decide which word or words below best fits each space. Circle the letter you :;: d th (0). ose for each question. The exercise begins with an example
Good news for dog (JMlI1��!
a rapies . . he 4) for .• you 3) If '! l! often travel abroad an: wearing is' and on' vaccinati '. wlth . (0) what
.
•
.
W:e<
. . .
.
. . . .
.
. . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . .
. . . . .
.
.
. . . .
.
.
.
. .
. .
."
dqg will be IIble to travel with
. . .
. .. he lived in it .
.
.
4 Use a power breaker when you mow the lawn as you might cut the electric lead . in case . . . .... .. . .... . . .... . .. . ... . .. .. ...... . ... . . . 5 Tile l ibrary computer can tell you about the books you have out on loan, if any. whether . . . or not . . . . . . . . . . . . . . . . . . . . . . .... .. ... 6 I can 't imagine tile consequences i f t h e police found outl �d W .... .... . ... ... . 7 We will only achieve the deadline if you provide all the resources we have requested. not . . . unless . . . . . .. . . . . ..... . ... . .. .... 8 You will be awarded marks for trying to answer a l l the questions; not all the answers have to be correct. .
.
. . .
. .
.
. .
. . . .
.
.
. . .
. .
. . .
. . .
.
. . .
whether . . . o r not . . . . . . . . . . . . .
.
.
. . .
.
. .
. . .
. . . . .
.
. .
.
.
. . . .
.
.
.
. .
. . .
. .
. . . .
1 2 ) 4
.
. . .
.
.
6 7 8 9 10 II 11
A A A .A A A
A
A A A A A A
will you do had done will spend providing had could can have taken unless Should runs away will travel don't take
. .
. them ifonl they'(6) lTidee.d, I used to travel to . northern Fr.mce regularly 'and I ' (7) . my dog Wolfie witll me ...
�very tilTie l ) ... the . q�laraiitine reguliuions.' But . . ..
.,.. �-:r.'''i'"I':''h'
..: �,:>I/'"
B B B B B B B B B B B B B
wou l d you do did has to spend unless had had will could will have taken but for Did
should run away are travell i ng can't have taken
Cm'a also has words of warning: '.Pet .owners should remember thatthcre are other considerations when taking atlimals abroad. (9) your ated, • animal become disotient he (10) . . , so ensure that he is ...
..
wearing 'a:c61lar with your h6liday address at all times.' It isn't aU good news, however, If you (l l ) . to a
trY outside Western ..
coun
Europe this year, you ( l2) ... your pefwith you - it wi.ll be some time before regulations for other destinations are relaxed, if ever. ·x " " ;·:
,\\.," ,
© e e e e e e e e C C e C
do you d o do would have to spend in case has had would should be able to would have taken so long as Had m ight run away would travel won't be able to take
. .
.
9 You're welcome to bring Lucinda. but I don·t want her to moan about her work a l l day. u � u . . . . . . . . . . . . . . . . . .. .. . . . . . . .. . . . . . ... . 1 0 If you hadn't been so stupid in the TV studio. our team would have won the quiz! .
.
ci
5
. . post.
. . . . .
unless
' <'"
.
..
,
. . . . . . . . . . . . . . . . . . . . . . . ..
. . .
.
q�IQrantine w�ri yotI .i:'erom. bit r 11 riff pena1t)ifo·rt�o . weeks' romping'iTl the ' DQrdogn'el BUI:.this is . eno change (lQIl. FrOrri �pri1 your
original sentence, but using the words given . These words must not be altered in any way.
.
,
.
For each of the sentences below, write a new sentence as similar as possible in meaning to the
o It wou l d be nice to go to the beach tomorrow. s uppose . . . . . . . SUf!t':Of.e.-. wmt.w. .tIr.f<.�e,(UItdw.f. ;(J/11.'!(r.Q .TI:wt:. wouU.h.trick.. . . . Perhaps Sophie doesn·t l i ke her parents-in-law, but she keeps it to herself. even if . . . . . . .. 2 After her husband's death. Mrs Jenkins sold the house to her son but insisted that h i m self. on the condition that . . ...................... . . . . . .. . . .. 3 If you don't request next-day delivery. we will send the goods by normal first-class
.....
.
.
7
1 0. 7
.
ALL
.
but for
1 28
1 29
Th e s u bj u n ct iv e a n d ' u n re a l ' u s e s of p a st fo rm s
We use the subj un ctive form in certa in fixed expr essio ns and after som e verbs and adje ctive s Wllic h expr ess the idea of nece ssity, i mportan ce, etc, The subj unctive for can be used to refer to events llT a n d situa tions in the past, pres ent or futur e, We use most ly in form al and litera ry langu it age, After certa in expressio ns we can also use past tens es to refer to the past , prese futur e, to desc ribe things whic n or h are seen a s 'unrea l ' or unlik ely, This is simil ar to th use of past tens es in cond ition e als (� Unit 1 0 J , In this u n it we look at the way we use past tens es after parti cular expr essio ns and to expr ess prefe renc e and nece ssity,
1 t .J C Fixed el(presS ions
use
1 1 ,1 B I n form al alter nativ es
The subj unctive form is the same as the i n finiti ve (with out toJ , It does not show any mark ing for tens e and can be u s e d t o refer t o events in t h e past , present or futur e. use it most often in that claus We es after certa in verb s (e.g. advis e, ask, demand, insist, propose, recommend, request, suggest], and after a dject ives (e.g. advisable, anxious, desirable, eager, essential, impo rtant, necessary , preferable, Vital, willing), to express the idea that some thing is nece ssary or i mpor tant: At yesterday 's 11earing the Judg e insisted (that) Mr Grant give evidence despite 11is relationship to the accused.
In future cases it will be vital that each party give full discl osure prior to trial. We can use pass ive and nega tive form s of the subju nctiv e: Members of tile committee sugg ested England be excluded from future internationol tournaments. Regulations require that office rs not enter the crim e scene without protective clothing. The verb be has an alter nativ e s u bj u n ctive form were whic h is some time s calle d the past subj unctive and is used to talk abou t the imag ined pres ent or future (... 1 1 . 2 B ) a n d in cond itiona ls (II> 1 0.4A J,
The subj u n ctive is used in repo rted spee ch, very form al l angu age (e,g, regu latio ns, legal docu ment sJ and in poetry: She insisted that slle pay her own way. We require that all receipts be submitted to the committee for appro vol. I know not whether laws be right, Or whether laws be wron g, (Osc ar Wilde J
As the use of the subj u n ctive is rathe r form al or litera ry in Britis h Engli sh (it is less form al and more comm on in Engl ish), Britis h Eng lish spea kers prefer to use should + infin itive or the form s liste d belo w in most situa tions : It is vital that every applicant complete the form in tri plicate. [sub junct iveJ It is vital that every applicant should complete tile form in triplicate. [should + infin itive J
US
It is vital that eve,y applicant completes the form in tripli cate. (pres ent s i mple J It is vital for every applicant to complete tile form in triplicate , [for + subject + to + infinit iveJ
.
f,;��:!:e �f��:�� :
Jl .2A FOrm and use r· ·
TH E S U B J U N CTIVE 1 1 .1A Form a n d
There are some fixed expressions which use subj u n ctive forms: If /Je doesn't want to see us, then so be it. (= then let It happenJ Bless you! Long live the republic! , 'There 's very little chance of winning thiS case. Be that as It . n Jay, I'm not going to I ' ' ( Whether that is true or not, I , m not . . , J e ay to the Supreme COlirt if need be. (= if this is necessaryJ
,
THE ' U N R EAL' PAST After a n um ber of expressions, like if only, we use past tenses (active and P describe things in the present, past or future WhiC h are l lagll1ed or u n rea I . sometimes refer to this use of past tenses as the , u n real past. . If only I was tl7in. (= I a m not thi n but I woul like to be th l n . J . Other introducing expressions l i ke if only are: It s tllne . . , What If : . Suppose/Supposing " ' , would rather, would sooner, as If, as thougI7, IS I1.
�
�
�:iveJ to
W
We can use the past simple or the past conti n u o us after these expressions to tal k about the i maginary present a n d future: Present: it's time they were forced to cIear up the mess . ' (They a re n 't being forced to clear u p at the m o m ent.J , These kids act as if they owned the place. (They d o n t own ILl a m not coml1lg With you Future: I wish I were coming with you tomorrow. tomorrow.J We use the past perfect to refer to something unreal in t e past: Suppose the gun had been fired at me? (The gun wasn t fired at m e . J I wish I 'd never started this course. ( I have started It.) •
(I
•
:\'::
1 1 .2B was or were ?
1 1 .2C it's (highlabout) time (that)
�:
�
.
�
M a n y speakers prefer t o use were fo a I ersons when talking about the i m agined Eng lish . Th i s form is present or future, espeCially 1 11 more o m I situ ations a n d i n ,.... I l I A above) and is also used in second sometimes called the past s u bj unctive ,... co a C S : s t n my candidacy at the next council meeting. If only he were a little more conVincing on the economic Issues. If I were you, I'd think twice before refUSing that offer. I n the above examples we can also use was but thiS IS more I1lformaI .
���;; � ��!�; �
;� :����
.
US
.
.
. � e;;; �
We use I't'S time . , to say that something is not happening a n d it should be: It 's time we left. (= We aren :t Ieaving and we s hould J . It 's about time you paid a VISit to your andP r ' = You should visit them.) It's high time that the voice of the peop e was Ie : i tllis House, (= Their voice i s n 't being heard and it should be.J o We can not use a negative after it's time .
)( Ifes-t-ime-We-didn4:-statr., .
Note that we can also use It s time to
r
.
+ I1l fInl'rve I
or it's Ume for + object
infinitive: I'm afraid it's time to put your books a way now, cI1/"ldren . Come on everyb0 dy. It's time for us to get 017 the coach .
+
to
+
1 30 1 31
1 1 .2 0 what if. suppose/ supposing (that)
We use what if, suppose/supposing (that) with the past simple or continuous to ask questions about an imaginary situation i n the present or future and its possible consequences. These questions have similar form and meaning to those in second conditional sentences (� 1 0 .4, 1 0. 7C) : Suppose he asked you to marry him, what would you say? ( = I f he asked you to
1 1 .36 wish/if only p e rfect � past
m arry h i m , what would you say?) Sentences with these expressions describing an imaginary situation in the past have a s i m i l a r meaning to third conditional sentences (Ii>- 1 0 . 5 ) :
1 1 .3C wish/if only ± would
(= If your parents had refused, how would you have felt?) And what if he had been thrown out by the landlord? Where would he have gone? We often use what if, suppose and supposing to make suggestions: Suppose you paid the bill for once? Supposing your parents had refused, how would you /Jove felt?
We use a present tense after these expressions to ask about an imaginary situation i n the future t h a t w e t h i n k is likely or probable, or i f we want to suggest that it is: What if the plan doesn 't work? Supposing he gets caught at customs? You know how vigilant they can be.
1 1 .2E would rather/would sooner
We use would rather/sooner with the past simple to describe preferences: I 'd sooner you gave me a cash refund. A credit note's no use to me. [= I would
I'm not keen on the idea of staying in. I'd sooner we went out clubbing or something. If the person expressing a preference and the subject of the preference are the same we use an infi n itive i nstead of the past tense. Compare: We 'd sooner you spent your bonus on something useful. (past tense: speaker and subject are not the same) I'd rather spend it on something frivolous. (infin itive: speaker and subject are the same)
We use the past Simple after as if or as though to say that how something appears now does not match with reality: He talks to the children as though they were imbeciles. (The speaker knows they aren't i mbeciles.) They are acting as if nothing had happened. [The speaker knows something has happened.) B ut we use a present tense (inclUding the present perfect) after as if or as though to describe how tllings seem or appear when there is a possibility that the appearance reflects something real: He sounds as if he knows w/Jat he's talking about. [= Perhaps he does know.) You look as though you haven 't eaten for days. (= You may not have eate n . ) We can u s e these expressions t o b e critical, ironic o r sarcastic: It isn't as if he's in any position to pass judgementl ( = He probably i s n 't in a position to d o thiS.)
WISHIIF ONLY
1 1 . 3A wish/if only + past s i m pl e
1 32 ----_._-
We use wisl7fif only + past simple to express a desire for something to be different i n the present: I wish I had more free time. [= I don't Ilave mucll fr�e time, but I would like some.) The desire can be for something which is actually impossible: If only I were young again.
that you d i d n 't tell me about this.)
I f only he hadn't been driving so fastl
(
=
.•
oJ '
Unfortunately h e was d riving very fast.)
e l i lJerate Wish/if only + would usually expresses a desire for someone to change their d behaviour in the present or future: I wish you 'd stop looking at me like that It's terribly distracting. I wish you'd stop looking at me like that. It's terribly distracting. (= You keep looking at me and I want you to stop.) We often use this form to criticise or complain about something: I wish you'd stop shouting. I'm not deaf you know. We can also use the form with i n a n imate subjects because although we know they have n o
-;J
conscious control over their actions (they are not human), we give them h u m a n characteristics for emp hatic effect: If only the sun would come out so we could get on with the filming. (= The sun ' refuses ' to come out. I want it to come out.) The change we desire must be possible, even if u n likely. We c a n n ot use would for an i mpossible change, e.g. olle which the subject has no control over or a change to tile past: . . X f-wis.fI--s.{3&I't-5-€fJr-s-wellldfl-'.f-lJe-se-e-xpeASive,. (Cars have no control over their p n c e . ) v' I wish sports cars weren't s o expensive. ( + past simple '" 1 1 . 3A) X 1·f.-&nly--F/I;I€/e£IF-eemtJs--wollld�t--hEWe--lJeeR-iflveflted. (a change to the past)
p refer a refu nd/I wish you would give me a refund.) They are often used as a polite way to give/refuse permission, o r make suggestions: I'd rather you didn 't smoke in here.
o
1 1 .2 F a s iff as though
We use wish/if only + past perfect to express a regret about the past, a wish that something diffe rent had happened: I wish t/Jat you 'd told me about this before I booked the tickets. (= I regret the fact
v' If only nuclear bombs hadn't been invented. (+ past perfect jp. 1 1 . 3 6) We can't use would when the subject of the wish a n d the subject of the change are the same. I nstead we use a past tense, o r could (... 1 1 . 3 0) : X l--wlsh+wollld-lJe-fl'l{)F€--energe#€o (Subject o f wish a n d would are t h e same. ) v' If only I were more energetic. v' I wish I could be more energetic.
·
1 1 . 30 wIsh/if only + . could (have)
We use wish/if only + could have to describe a desire we know is i m p ossible to achieve: If only we could see the situation through /Jis eyes. (We can ' t.) We often use the form when we are expressing a n i m possible desire about ourselves: I wish I could dance but I 'm afraid I've got two left feet. We can use could have (Il>- 1 6 . 2 6) for a regret about the past. It means ' I t would have been nice if . I wish your fat/ler could have been there to see it all. ( = Unfortunatel y, he wasn't able to be there.)
1 1 .3E . ;Differences between wish and if only
If only is often more e m phatic than wish. Com pare these exa m p les: I f only we'd seen you coming. We might have braked in time. (a regret) I wish we'd seen you coming. We would have put out the red carpet! (a wish) For greater emphasis we can put a subject between if and only i n i nformal English:
o Wish
If y o u only knew how much trouble you 've caused.
ca n be followed by that, but if only cannot: X If-oflly- thet-yel;lcd-tel£i-me-eiJeut-it-efIFiier7 v' 1 wish that you'd told me about it earlier.
Il>- Pages 1 38 and 1 39 for Round u p of conditionals, subjunctive and ' u n real' past
1 33
P ra ct i c e 1 1.1
then match each statement ( 1 - 1 5 ) belOW with one of the til e Info rmation in the box (T) . You can match five statements to each speaker. Teresa or (M) Mary , (A) Alan
The key to these exercises is on page 359.
-
Stud y the follo wing extracts . Two of th em use approp na . te Iangu age but four of them wh 'IC� � ave an incor rect degr use fonTls ee of forma lity. Tick (VI the two correct extracts and rew rem alnlll g four using subj unct rite th e ives (note y ou may need to use pass ive form s).
1
' .0:-
It is yitaIthatc1aims 'are subl1i1 tted to the CO�D1i1tee wirh(fulI supp orting
documentatio n�"
.
4
!
' .
.
2
5 Clause 25.6 of the Treatment of Offenders Act suggests that each offender recdves a, lllQpthlY visit. . from a probation ofli.t�r. . ·
3
'
2
, I,
'
6
" ,l�
BBC1 .:TrUdy'Trouble. In tonight9
. hilarf9u�'epiSOde:SllmsuggeS1s thilt Trudt VIS/tll'the db:clor,.with predictlbly . comlcalresuJls'J i, " " . · ' .' �; s.� :"' ,<,.,,!,�,r >
, , :" ," �� ' !�,.
;.
;
.
�
� ;;
! 4 S 6. T 8 Wh at if we'd never had a pool? n. 9 Ir o nly the children would Lise our pool m o re ofte 1 0 I W i s h I c o u l d g o back t o t h e d a y s w h e n w e had our o w n pool. en. 1 1 ILon ly we d i d n 't have that great big pool in the back gard pool . 1 2 lid soone r we used solar power to heat our 1 3 I Wish w e could have used o u r pool more . 14:. If's .about time we b u i lt a poo l . 1 5 What if w e insta lled a pool i n t h e basement?
:
':
aning to the For each of the sentences below, write a new sentence a s similar as possible i n Ill e way. origInal sentence. Use the words given in bold letters . The words must not be altered in any There is an example (0) at the beginning.
It is imperative that ear protectors are worn at all times whe n operating the mac hine lathes.
' .,
o I regret the fact that we didn't see the band play. . , . . . .l. I1Ml:tt.w. C-lluUlUYfr.fWf.< th.k. b.�.p:W.y, . . could 1t's a pity that you d i d n 't tell u s that you were leaving. .................... wish .2 What would have happened if they hadn 't got a recei pt?
::
.
.•
3
".
."
.
.
: �: � : �
�: � ��:
I c�m pla i n ed to the pOlic e, how woul d they react? h a e C hOlC e I think they 'd prefe r us to go with them . : 7 Sh n elll b e r of the club but she ac ts rk I e som eone who is. ' 8 You shou ld give your pare nts a call, they must be gett ing worr ied b y now .
F!-"rw.:.t44..�.�f.!j.1:tt: . . . . .. .. .. . . .
. . .
..
.
.
.
Rew rite thes e sent ence s using a suita ble phra se from the box . Use each phra se only once . a" ··f · . S I she ii1S though I'd (atller, It's time it's
a pool. j I'Ilsti we had a house with pool? the of rid got we ing s ppo' Su It's high time we changed the water i n the pool . to mainta i n . I f'i'mly the pool hadn't been so expensive years? those all for pool a had 't n d a h e w se SVRPo I'd rath er we had our own pool . peq ple say I sometimes talk as if I h a d my own swi m m i ng pool.
.
1 1 .2
' .
A Alan loves swim ming but he doesn't have a pool in h i s house. M - Mary has a swi m m i ng pool i n her house. T - Teresa used to own a house with a swi m m ing pool.
:'.
.
. .
..
suppose
..................
.
.
.
............•. �� Unfortunately, I ' m not a s agile a s I used t o b e only 5: I ' d love to be able to play the piano. could 6 Her constant criticislll of me really gets on my nerves. stop 7. Treat my home in the same way that you would treat your own . .. ....... ... ... ... ................. though
We really should go now.
.
8 I regret not going to un iversity when I was younger. . . ... . ... . . . .. . . . . . . . . . . . . . . .. . . gone 9 She would love to have Illore friends. had ....... ....... 1 0 Please don't let the dog sit in the front of the car. ................................. I'd .
.
.
.
.......
.
. . . .
.
.
.
.
.
.
...
. ... .
.
.
1 34
1 35
, I I !
5 ....� . ---
Some of thes � sentenc es contain mistake s. Tick (v) the correct sentenc es; then underlin e a n d correct the mistake s. 1 2 3 4
S 6 7
9
8
10
6
1 fJD1-=�
this unit. e speech bubbles for the pictures ' using the expressio ns described in Camplet the
I had rather you d i d n 't take the car; it's just been cleaned. It's high time our employ er listens to our grievan ces. Su pposing I took out m y own i n surance cover, what did you do about it? If we only knew where he was getting the i nformat ion fro m . I wish I would be a c h i l d aga i n . H e ' s o n ly a student b u t sometim es he acts as if he is t h e teacher . I'd sooner die than go out with that creep. What if you ' l I see him at the pa rty? It's about t i m e I d i d n ' t stay at home; I am twentyfive after a l l ' W h a t a mess; you l o o k as though you've been i n a fight!
ALL
.. ............... ....... .. something slightly l ess dan ge ro us !
o
. . . . . . . . . tidy u p this room!
�.
..
Comple te the letter with approp riate forms of the words in bracke ts. Dear Mrs Grenfell,
I am writing to you in your 'position as secretary of Cliveden Ma.n8ions Residelits' . Association in connection with the problem of residents leaving' bl\lYcleS 'in the conimon . '
B
�
entrance hallway. My wife and I have yet again been having a lot of trouble with Steve and David '. '
Brown, the tenants of flat 1 6 on the first floor, and we 'feel it is high tlme ,tb1s source of dispute .(1) . . . . . . . . . . . (finally/resolve). These ,tenants own tvvo bicycles which t.hey
.
[ LOng . . . . . . . . . . . . ]
E
perS1s�
[
. . . . . . . .� j/
insist on leaving in the entrance c.orridor: No doubt you are aware tha. the leases of a:ll the flats in our building require that -the entrance (2) . . . , .. : .. (kOOp clila.r) of' obs1:.ructibii.> at all times. The local fire officer has also pOintecl out to' me that undtir ,the' iiiinding regulations the common entrance corridors to .flats· IDust be treated as .if! thsy. (3). , . . . . . . . . . (be) exits of a public building, and are therefore subj ect. t'o the.,same re.strictionif.as thosa in force in theatres, cinemas, etc. Supposing.· the corridor··(4) . . . . . . ;; .. (block) with 'bicyoles
." . Apparently last month you told the Browns that they could keep the.ir bicydies there for a temporary period. Well, I cer.talnly. wish you (5) . . . . . . . . . . (not/a!SI:ee) to. r.!le;t , bOO8:U!!� they continually use this as an excuse when we . ask them to remove the bikes. 1; have. . and there was a serious fire? We might all be trapped in our flats.
pointed out to them that there is space to store blCyoles In the ,ba.ck y:a.rd, although I .
would sooner they (6) . . . . . . . . . . (keep) the bikes In.:. � efu:, own flat: as the presenoe of two mountain bikes might attract .thieves. They say that there isn't . 8.ny space .1n theif fla,t . and I wish I (7) . . . . . . . . . . (able to) offer them somewhere else. But, as. you know, all the .•. ...
:
c
. . . . ....................... changed
F
....
He treats . . . . . . . . . . . . . . . . . . . . . . .
it was human!
stili seen1 UriWruing to' m6ve �s thOugh we noVl reachecfa (8) . . . . . . . . . . (not/tell) them about this on numero�s ocoasions. rii tact it. .!:Ui.s . stage where I feel I must inSist that the chairman of the residents' assOdiation (9) . . . . . : .,.. : : . . . . . . ' (demand) they remove the bicycles forthWith..
space in the bicycle shed is now allocated. UnfortUnately they
their bikes, and their intransigence is beginning to seem d911berate. It isn·t
We would rather (10) . . . . . . . . . . (notlhave to/refer) this matter to our solicftors but we '
feel that if the residents' association is unable alternative.
to resolve the.".hlatte'r, we:.wlll"haYe'no. '. ·
Yours Sincerely,
!+owo.rcl J3\GZYlkiYlSOp 1 36
1 37
.
I ;
It r I
:"
; -; :
" .. '
1
' il. 'l!
' 1 .1
: �::" t1 1
Conditionals, subjundive and 'unreal� past form
use
example
conditionals
zero conditional
first conditional
events that occur at any time or more than once
If she's travelling abroad on business, she
actions that a l ways have the same result
If you don 't look after tomato plants, they die
general instructions
If a chip pan sets alight, throw a fire blanket on it.
possible future events or situations a nd their results
notification througll the post.
always phones me every evening.
very quickly.
If the result of tile test is negative, you 'll receive The beach party will go ahead if the weather is fine tomO!Tow.
second conditional
third conditional
u se
example
to say that something is not happening and it should be
It's time we left.
1 1 . 2C
Suppose I asked you to marry me, what would
1 1 . 20
;' .�"
commands, offers, suggestions a nd warnings
Shall we go out tomorrow if the weather's good?
improbable future events or situations and their results
If tile result of the test were positive, we would
call you within two days. If the pOlice were confident of their case against
hypothetical current situations or events (a condition which is i m possible to fulfil)
custody.
advice, requests, desires
If I were you, I would take her out of that school.
hypothetical situations or events in the past (an unreal past situation)
I would have used your builder if I had managed
criticism
If you'd been driving more slowly, you could
Sykes, they wouldn 't hesitate to take Ilim into
to contact Ilim.
have stopped in time.
mixed (second/third) conditional
hypothetical situations or events in the present with a result in the past
mixed (third/second) conditional
hypottletical situations or events i n the past with a result in the present
If the island were still a tourist attraction, last week's earthquake would have caused far more deaths. If Fleming hadn't discovered peniCillin, there
would be far more fatalities every year than tilere actually are.
to ask questions about a n imaginary situation a n d its possible consequences ....
you say ?
.
to describe preferences (often a polite way to give/ refuse permiSSion , or make suggestions) to say that how something appears does not matcll with reality (For as iflas though with present tenses ... 1 1 . 2F)
I'd sooner you gave me a refund. A credit note's I'd rather you didn 't smoke in here.
He talks to the children as though tiley were (He sounds as if he knows what h e 's talking about.)
I wish I had more free time.
a regret about the past, a wish that something different had happened
I wish that you 'd told me about this before
desire which we know is i mpossible to a c hieve (including impossible desires about ourselves)
1 1 .2F
imbeciles.
desire for something to be different in the present
desire for someone to change their deliberate behaviour i n the present and future (often used to criticise or complain)
1 1 . 2E
no use to me.
1 1 . 3A
If only I were young again. 1 1 .3 8
I booked the tickets.
If only you hadn't been driving so fast! I wish you 'd stop looking at me /ike that.
1 1 . 3C
It's terribly distracting. I wish you 'd stop shouting. I 'm not deaf you k now.
If only w e could see the situation through
1 1 . 30
Ilis eyes.
I wish I could dance but I'm afraid I 've got two left feet.
subjunctive
the same as the infinitive without to
1 38
used i n formal English to express t h e idea that something is necessary or important
At yesterday 's hearing the judge insisted Mr Grant give evidence despite his relationship to the accused.
1 39
-ing fo r m s a n d i n fi n i tive s
The -ing and i n fin itive forms of verbs are very common
I N F I N ITIVES 1 2 . 2A Form
li
i n E ng sh a n d can act as subjects. objects and complements of verbs. When used like nouns, -ing forms are o fte referred to as 'gerunds ' . This unit looks at the use of -ing forms a n d i nfinitives after n certain verbs, determiners, adjectives a n d nouns, a n d at special use of infin itive s tD describe purpose and result. (For the use of -ing and infin itive forills in clauses and phrases a n d i n the passive a n d perfect forms of participles and infinitives Unit 1 3) .
For evil to succeed i t is only necessary for the good t o d o nothing.
English we sometimes put an adverb between to a n d the i n fi n itive. This is known as a ' split i nfinitive ' and we usually avoid it in formal English by putting the adverb in another position: [The doctor started to carefully remove the bandages . ]
v Tile doctor started to remove the bandages carefully. There are also perfect, contin uolls a n d passive forms of tile i nfinitive (it>- 1 3 . 3A) . If, for
W e can u s e -ing forms o f verbs i n the s a m e way t h a t w e u s e n o u n s - as t h e subject,
exa m pl e , the person who is doing the act i o n described by the infin itive is not the subject of the sentence, we usually use the passive i nfinitive:
object or com plement of a verb. We often refer to -ing forms used i n this way as
X :r!'Ie-repeFt-is-t-e-hefld-ifl-fiFSt-thiflg--temefFeW-meming7 v The report is to be handed in first thing tomorrow morning.
Swimming makes you fit. T/Je whole family has taken up cycling. Her worst habit is lying.
Sometimes -ing forms can Ilave their own subjects and objects: I'm looking forward to my wife returning. (subject + -ing form) Meeting new people is one benefit of taking evening classes. (-iflg
form + object)
1 2. 2 B Ihfinitives of purpose and ' ; resu lt
We can make a negative with not + -ing: Not getting a refund on faulty goods is what really annoys me.
o But we lise no + -ing to explain
that something is i m possible or not allowed: X Tl1er-e"s-not-smoking-ifI-I:his-officefT-here-isn2t-smolfing-ifl-t·i1-is-offic-€7 v Could you go outside? There's no smoking in this office. There's no skiing here in the summer season. (=
(=
(informal) We often lise an object + -in9 form after verbs of the senses (Ii>- 1 2 .3A, 1 2. 3 E) : I heard Alagna giving a marvellous rendition o f 'Nessun Dorma'.
o We always use the object pronoun after sense verbs: X Hove··yoti-5een-our-perferming-yet-? v Have you seen us performing yet?
use the + -ing form a n d we want to l i n k it with an object, we use of:
X rhe-giving-fJfesent-5-i5-e-t-fetiit-iefle/-pe�of..the -Ghfistmf'}s-fes-tivities7 v The giving of presents is a traditional part of the Christmas festivities. We also use -ing forms as adjectives ( "'" 2 1 .2): The remaining items will be sold in our January sale.
M any adjectives a n d nouns are followed by a preposition + -ing form (� Unit 1 5) : Lara isn't capable o f lying and she has n o reason for not telling the truth.
10
the
We have removed the warning signs so as not to alarm members of the public.
and verbs such as find, discover, realise, etc. : We also use infin itives after too a n d enough (� 2 2 . 2C) to ta l k about results:
They queued for hours a t the box office only to discover that the show was sold out.
TI)Qt blue outfit was too informal to wear to the reception.
All this complaining won 't g e t you anywhere, you kflow. Exorbitant tax rates led to ilis leaving the country.
To stop the train, pull the lever downwards.
We use for before infinitive when the subject of the i nfinitive is different from the subject of the sentence: X She-wettt-Ee-WelMa·rf-(ef-t-o-get--seme-gFe€eFies·, v SlJe went to WalMart to get some groceries. v We bought a cage for John to keep his hamster in. use in order or so as + infinitive of purpose: In more formal English we
The infinitive can also describe a result or something surprising, especially with only
g
Exorbitant tax rates led to him leaving the country.
Cover the turkey in silver foil to keep the meat moist.
Interest rates Ilave been raised in order to reduce inflationary pressures.
Parking is not allowed here.)
Peter's complaining didn't do him any good.
We can use an infinitive to describe the purpose or reason for an acti o n :
can
Skiing is impossible.)
We can use determiners, e.g. the, this; possessives, e . . Peter's ; possessive adjectives, e.g. his; or object pronouns, e.g. him; before -ing forms. Object pronouns are more common in informal English:
o When we
infinitive:
o I n informal
and objects gerunds:
1 2. 1 B -ing form patterns
not +
An infinitive can have its own subject, introduced with for :
-INC F O R M S
rt:£Io parkmQ])
To give is better than to receive. Everyone loves to win.
We make a negative with
I tried not to look at the accident.
the
1 2. 1 A As subjects
I n fi n itives with to can be the subject, object or complement of a verb:
There isn't enougll (food] to go around, I 'm afraid.
1 2.2C Infinitives after adjectives and nouns
Many adjectives, especially those describing feelings, (some common examples are in the box below):
can
be followed by to + infinitive
We're thrilled to welcome tllis year 's prizewinner onto the podium. The Bensons are lucky to be having such good weather.
adjective
+ to +
infinitive
able/unable, afraid, anxious, ashamed, bound, careful, certain,
crazy, cUlious, due, eager, fit, happy, impossible, likely, lucky, pleased, light, shocked, stupid, sure, surprised, thrilled, welcome, wrong
Many nouns can be followed by to + i nfinitive (some common exam p les are i n the box below): She's finally made a decision to leave.
noun + to + infinitive
Clare would be a fool to marry him.
attempt, bid, decision, desire, incentive, need, nuisance, opportunity,
place, pleasure, reason, time, wish
o We can use a noun + to + infinitive after there is/are a n d have (got] to express a n obligation:
Don't disturb me, I've got a report to write this evening.
141
V E R B S FOLLOW E D BY 1 2 .3A Verb
+ -ing
form
-INC FORMS A N D I N F I N ITIVES
�" ,, 1 2 .3C ':' Verb + -(/lg ,form/ infi nitive
Certa i n verbs (see box below) can be fol l owed by an -ing fo rm, but not by an infin itive:' x 1-fW6id-t6-fmveJ-ifl-t3'Je-fljsh-hetiF-wheRevep-pess-i8Je-: v I avoid travelling in the rush hour whenever possible. With some of these verbs (ma rked ' i n the box below) we can also put an object before the -ing form , Compare: Can you imagine wearing that dress! (verb + -ing form) Can you imagine Jemima wearing that dress! (verb + object + -ing form)
verb + -ing form
We usually avoid putting two infin itives or two -ing forms together: [He wanted to start to take lessons . ]
v
Certai n verbs, particularly sense verbs (see box below), are o n ly followed by a n -ing form when they have a n object (fl> 1 2 . 1 B ) : x l�emlef'!-the-pFif1€e-dis€QveFS-hjdjng-l3ehind-the-€tI·rte-i1¥.r.
1 2.30 : : Verb + ';{Ig form or . infinitive ',
In 'Hamlet' the prince discovers Polonius hiding behind the curtains,
catch, discover, feel, find, hear, leave, notice, observe, see,
spot, watch
When we get there I would like to take a nap.
(= I think this is a good idea.)
Some verbs can be followed by an -ing form o r by to + infin itive, but there is a difference in meaning:
verb forget! remember
verbs advise, allow, forbid a n d permit are foll owed by a n -ing form when they
/,11 never forget meeting IJim.
The doctor advised taking a course o f antibiotics,
go on
mean
Some of these verbs can also h ave an object before the infi n itive (marked ' below):
regret
He doesn't really expect her to pass the exam.
stop
undertake, vow. wait' , want', wish ' , yearn
try
With these verbs we use for before the object + infinitive: X We-speFlt-eges-waiting-them-tG-flFFive-: We spent ages waiting for them to arrive.
I n B ritish English, we can use deserve + -ing when it has a passive mea n i ng: Tha t naughty child deserves smacking. (= deserves to be smacked) Some verbs are followed by a n i nfin itive only when they have an object (see box below): X They-fi'lFC-ed-t-fJ-6pen--el:lF-5tfif€e5e!r.
verb
+
object + to + infinitive
v
They forced us to open our suitcases,
advise, allow, cause, command, compel, encourage, forbid,
force, get, instruct, invite, leave, oblige, order, permit, persuade, recommend, remind, request, teach, tell, tempt, urge, warn
Note the special rules about infi nitives after let, make, see, hear, know and help (... 8 . 1 B)
Many of the verbs fOllowed by i nfi n itives are used i n reported speech (fl> Unit 9).
1 42
involves or will result i n :
.'
1 2. 3 E Sense verbs j. .
+ to
+ infinitive
forget/remember to do a future action: =
I must remember to set my alarm clock tonigflt. Don't forget to lock the back door. =
change to another action:
After opening the hospital the Prince
went on to meet the staff =
intend to do something:
This new job means living
The builders mean to finish by
abroad.
Friday.
=
feel sorrow about the past:
tattoo when I was eighteen.
afford, agree, aim, appear, arrange', ask' , attempt, beg ' , campaign', care.
prepare, pretend, promise, propose, prove, refuse, seem, swear, tend, threaten, trouble' , try,
2
=
I really regret getting that
choose ' , consent, dare ', decide, demand, deserve2, expect'Jail, figJJt, . forget, guarantee, happen, help ' , hesitate, hope, intend', long l, manage, need', neglect, offer, pause, plan l ,
v
continue:
the bad weather.
Certa i n verbs can be followed by an infinitive, but not by an -ing form (see box below): x She!s-de€ided-flpplying-fer-'the-jel3o v Sh e 's decided to apply for the job.
1
=
TlJey went on playing despite
The doctor advised him to take a course of antibiotics.
verb + infinitive
forget/remember an earlier action:
school for the first time?
X Tl7e-decteH1dvised-him-teking-fl-eetlFse-et-flFltil3ietier.
1 2.3B Verb + infinitive
+ -ing form
=
Do you remember going to
have n o object, but an infinitive when they have an object (Il> 1 2 .3B),
v
He wanted to start taking lessons.
Because of my weight problem I like to go to the gym a t least twice a week.
o
v
v
When like mea n s 'thin k something i s a good idea', we o n ly use the infinitive. Compare: I like gOing/to go to the gym. It's so relaxing. (= I enjoy visiting it.)
miss ' , postpone, practise, prevent', put off, put. sb off, recall�; recommend, resent', resist " .
o The
love, prefer, start
X WheR-we-get-t�'JeH�-l-weuld-lrke-taking--e'-na0
admit, appreciate ' , avoid ' , burst out, can't help ' , consider, contemplate.
object + -ing form
( = enjoy),
begin, bother, can't bear, can 't stand, cease,
We use to + infi nitive after would like, would love a n d would hate:
risk * , save, suggest, tolerate ', understand'
+
verb + -ing form or infinitive attempt,
o
feel like, finish, give up, Imagine ' , involve *, justify ", keep (on}, leave o ff, mention ' , mind',
verb
I can't stand to see/seeing animals in pain.
continue, deserve, fear, hate, intend, like
defer, delay, deny, detest', dislike*, endure ' , enjoy ', escape, excuse' , face' , fancy ' ,
v
Some verbs can be followed by a n -il7g form o r a n infinitive, with no difference in mea ning:
=
announce bad' news:
We regret to inform you of delays in today 's service.
They stopped making fax
finish one action in order to do another one:
machines about ten years ago.
We stopped to get petrol.
do something to see what will happen:
=
Try using a screwdriver to get
make an effort to do something difficult: We tried to get tickets but the show
the lid off.
was sold out,
=
finish an action :
=
=
Sense verbs (� 1 . 3C) can be followed by a n object + -ing form when we are describin g an action i n progress or a n action that i s repeated: As I walked past the church I heard someone playing Handel'S 'Messiah ' on the orgal1. (The person was in the middle of playing when I walked past.) I saw a young mother slapping her child. (She slapped him several times.) These verbs can be fo llowed by a n object + infi n itive (without to) when we are describing a single action o r the action is complete: We saw a young mother slap her child in the supermarket. (She slapped once.) Last week I heard them play the fifth symphony . ( I heard the complete sym phony.) o We use to + i nfinitive after a passive sense verb: The young mother was seen to slap her child.
143
P ra ct i c e 1
3
The key to these exercises is on page 359.
cc;"nplete the sentences with the correct form of the verbs in brackets. 1 I'm not disappointed, I never really expected . . . . . . . . . . (pass) the test. 2 Please don't hesitate . . . . . . . . . . [call) if you have any problems.
.
1 2. 1
U n derline the mistakes in these sentences a n d correct them.
o 1 2 3 4 S 6 7 8 9 10
:2
A great advantage of credit cards is .D.Q. having to carry cash arou n d all the time. Have you ever Ileard my singing 0 Sole Mio? We Ilad to come in early for the opening tile new extension. Constant criticisms led to slle resign ing from that stressful job. You ' l l have to put that out, sir, this i s a not smoking carriage. Passengers can find a heated wait room adjacent to platform ten . T h e making a successful souffle req u i res expert timing. There's not swi m m ing from this beach, the current's too treacherous. The argument ended up with we demanding a refund and compensation. They stopped to make vinyl records ages ago. The crane isn 't capable lifting it - it's too Ileavy.
1 2 .2
f1.?!t. . . . . . . . . . . . , . . , . . .'. . . .
. . .
.
.
. . .
.
.
.
,
......
.
. ...
. . .,
.
.
. ..
. . . . . . . . ... . .
.
Finish each of the followi ng sentenc es in such a way that it is as similar as possibl e in meanin g to the sentenc e before it.
o I really don 't want to see him aga i n . I have n o . . . . . . klf.I'c. t.t< .fM: f!-m... I want you to Ila n d tile report in tomorro w. The report is 2 You can't jOin the army because you ar�� '� �� ffi �i �;;tIY fit. You aren't fit . . . . . . 3 He was very worried that he would arrive late. He was anxious not . .. . 4 Right now I ' m afraid I can't give you a n a �����'. I am not . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S TIle governm ent closed the borders with the aim of catching tile criminal s. In order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 ClOSing the office was someth ing tile manage r decided this morn ing. The manage r made 7 I learnt that Amanda was gOing to marry Rona ld, which was surprisi ng. I was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 They d i d n 't publish t he news because they didn't want to frighten the public. They didn't p u blish tile n ews so · · · 9 Checkin g the balance o n my cur;��� ��� � � ;;� ��� �;� �� ;� ������ f�� �isiting the bank this morning I went 1 0 When we got there they had already closed tile store for stocktak ing! We got there only . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..............
iti!11d''!}
.
. . . . . . . . .
.
.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.
.
1 2.3
5 Ii 5 6 J a 9
10 t1
12
13 14
15 )5 17
18
1,9 20
ThE! doctor recommended . . . . . . . . . . (avoid) stre n uous activity for the first few weeks. The sales team aims . . . . . . . . . . [exceed) its target by at least five per cent this year. I don't suppose you happened . . . . . . . . . (notice) whether there was a cash machine tllere? How on earth do they j ustify . . . . . . . (keep) three dogs in such a small flat? We'd better h urry up; I ' d hate . . . . . . . . . . (arrive) late. Oespite all the rejections, Dave's contin u i ng . . . . . . . . . . (apply) for every vacancy he sees. We discovered an old document . . . . . . . . . (lie) under the floorboa rds. 1'./1 put off . . . . . [call) them until after I 've spoken to the perso n n el officer. You can watch the film if you promise . . . . . . . . . [go) to bed straight afterwards . B eing a diabetic, I like . . . . . . . . . . (aVOid) anything conta i n i n g sugar. Thanks very much. Yes, we'd love . . . . . . . . . . (join) you for dinner on Friday. You really c,!n't help . . . . . . . . . (feel) sorry for the poor guy. Pilssengers are perm itted . . . . . . . . . . (carry) only one piece of h a n d luggage onto the plane. Jonathan's the one who taught Rachel . . . . . . . . . . (swim) last sum mer. Sometimes you have to pretend . . . . . . . . . . (like) people that you detest. ;rhat's strange, 1 don't recall . . . . . . . . . (meet) h i m at a l l . The judge w i l l defer . . . . . . . . . . [pass) sentence u n t i l the psychiatric reports h a v e b e e n submitted . Whenever possible, the personnel department likes . . [settle) salary reviews prior to the quarterly board meetings.
4 1l1D_�
Underline the correct form in italics .
2."
Darling, did you remember packing/to pack some spare cassettes for the video camera yesterday?
really regret leaving/to leave school so young, it's ruined my career prospects. 3 We tried pressing/to press the 'escape' key but the p rogram just WOUld n 't respo n d . 4 A suspicious young man w a s seen enter/to enter the building sllOrtly before t h e incident . 5 As we d rove over the river we noticed local wom e n washing/wash their clothes i n the water. o I once heard Karajan conducting/conduct the entire Ring cycle - it was wonderful. 7 1 stopped eating/to eat sugar years ago. 8 Nothing will stop their enq uiries, they mean getting/to get to the bottom of this strange business. 9 Don't forget recording/to record ' EastEnders' tomorrow evening. 10 The woman woke up i n the middle of the night, looked out of her window a n d saw something strange hovering/hover over the trees i n the park. 1 1 After a career i n the secret service, Ian Fleming went on achieving/to achieve fame as a n author. t 2 Transglobe Airlines regrets announcing/to announce the cancellation of today's service to Istanbul due to air traffic restrictions. 13 Do you remember seeing/to see that film last sum mer? 1 4 If you can't find the information in the manual, try looking/to look at our website. 15 We were all exhausted so we stopped getting/to get some rest at a motel.
1 44 1 45
Read the art�cle b elow and then decide which word or p h rase (A-C) best fits each space. The . . exercise begms with an example (0) .
Death in the Air The death o f Emma Christofferson from
deep-vein thrombosis allegedly caused by a
twentychourplane journey has led to c,\lls ·[or an enquiry into so-called 'economy class
(0) . . . . lL . . the previously healthy 28"year-old
syndrome' .
cabin crew were shocked
in a state of collapse at the end of a long-baul flight [rom Australia to London. A blood clot
had spread from her legs to her lungs with
fatal results. Experts believe her death isjust the latest example of the growing danger
uncomfortable conditions is ,simplybqsed QJ1
theJact that we kuow more seats means
lower prices. But with limited opportunities (7) . . " .. or move around, the blood drClllation
in passengers' legs (8) . ... . , to slow.doWll •. ancL
<;an easily dyve\op, MoSl'Ul I:i k elderly, people. sufn.,rers from hean .
blOOd:c1o
nte
Collditig� and)$mpkers. But: a.� Em!1)8 ChrisroffeJ:son�s. case SMw5, •.even the young and healtby can dOjilUe .to prevent.bJQqd cl.ots (9) ... und....r Lhese· circ.l!mstanCes. (10) · . . . . .. a. 'ca1'il1g. sharjng: image is
something many. airlines .are.keen ol}, and
some of these have tinally (ll)" ... {o; take the
posed by ( 1 ) . . . . . . for extended periods of time
problem morc Seriously by. issuing health
Institute, (2) ..... to have evidence that.more
haul t1ights; 'I'heY;)l!suaJly..Tec�mmend
thrombosis (DVT) as a result of long-haul
traveller knows. the aisle !)ll most planes
in cramped aircraft seats. Farol Khan, director of the Aviation Health than 6,000 passengers a year die of deep-vein flights. Unfortunately, as symptoms often
.
take some time (3) . . . . the link between the .
condition and flying is not always apparent. between the occun'enCe of DVT and the
But there seems (4) . . . . . a clear relationship
steady reduction in the·atnount of legroom
(5) . . . . . the number of passengers camed
between seats in economy class cabins. In a
bid
and their consequent profitability, many
airlines have squeezed more and more seats
into their planes, .atthe cost of comfort and legroom. And our (6) . . . . . these
advice to passengers 'trapped'. on theirlong� (12) . ;. . . ; the Jegs and feet reglllnrly. and advise ( 1 3)
. • ."
wa!ks up ll11 d· dowl1il.he
at least once an hollr. Uut
;.;
The truth is.that untilwe are.allprepared
to (18). . ; . )'Yaying l'OC,kcbottom pricqs £0.1' 10.11g distance traveli the airlines will have· l1O incentive
(19)
• . • . .•.
cMditi
somWhing nobody ·would (20) " , .
attend
[earn
�tAr
be
brIng
l)ve ,..Je(' make
join know wri te wonder
buy
fin d
or,len
MUl'1'l a:ha
� m;; W-St lOO!l<. elt L(�iiy is oWt ! No lcctu.res this rnornir:.g SO 1 t�ht thir:.gs O-re �oir:.g , �'cb (l,rQP yru. 0. linG (0) ".;c!P..t#. . ;, y� kn(X)J
'm !J1oit r1 )
rau
iWtt ��.\!'(ks �W ou.t fine in the ho.l\ ..
..
of lifts o-s r.Ml\:!.�, .1. r�ed. (2J.,., fou.ncl � O- nice qom fortO-ble .011<0 011 the poss�. (� rw.lly 'we shockecl (3) . . . . . . . . . . . . � f\
.......,.�.
. , ..... for O- . rOOm
msy)OJvi t(.,ey . .
.
..
..
.
the
� bit
5�S
.
G\.S fO-I" elUXA.y from
.
•• "
be 0- lot of fun. There are ;:: thlt-k (6) .......... 1'1 a. plo.a 1�� iWs is ,90if:g . . . . . fnencls �th them (7) p\a.n 1. ar,O. �e tuxl � .9it\s ffam 'fr!-I crurse sa wi � .C/);. �p � � OJth 1i-\e crurse UXlt'k. EvetyOl1
..
.
. . .
i\iCe.
. down. the aisle,(16) . '"'' to the.toilets, let alone. ( 17} ..•. ; ,
�s
suitable forms of words from the box below. The first one has been done
.• ,
any �enced
only just wide ellough (or lh� �o11eys ( 14) , .... through, '(t !s often hnpossible
(15) .
CO!l1PJete the letter with 1S'1I0. examp le (0).
exclusive . af)d e?lpensi'v� 'air tqlv�ljs .
advocating.
As 1')Gnl:i.ay uil!S 'the fj,..s;t d:iJ..y it �'4-evotecl to aclminisfratiOn, which . involved. . . . lots of {ams, 1 9at 1Th} sTwl0'lt l.»; carcl ancl the tirneta.ble for (8) . lWs tevn, �'v£ grt � persoroJ fu.tIJ' aM \-.ii 's afr� (9) . . . . . : ..... me next llXWt.. 1he cruf6(! cardih:kta- per5Wl.d.� me ( 1 0).. ,:., . ...... some extro. C4l.rses �ich 9tulcl be 'lhf0-�,' Oft lilesd.Ay I � ql ) .. . . . . . . . . a bO-nk �nt Il.l'ld 1 .cleposit� mt sW..cl�i:t lOO.n �. I ;tried.. ( 1 2]. . . . " '., .... the to . �€ bu.t tbz h:i.rl<. $10. 1. UJlII hAve to �t flit 1t to deo.r. 50 1 II ho.ve �. NXt until � oJ1cl t:>at:; . cle\o..y (i 3) . . . . ...
....
..
.
.
.
.
.
.
. . ol .
My first fau IUl'ufes' prOJ€O.. ( 1 41 . . . " ..... ,. I'eo,l� fo.sc�t�. lhe lectu.rers �e/;I.\ly � ( 1' 5) . .. . . �t � o.re ta.lk� oJ:ru.t; Stil) 1h0'is G, .lot of � tp do � I ca.n't ke:lp f 1 6) . .: ...... ".' If I" l b� . a.ble +o k'UP.I.lt" um it 0.\\, €S�11y UJri'l-l aJl i1;e Miro.d1o-rs here. �e ",I"e so MnY flu.bs O-ncl SOCi€!:lCs, ,it s rq�: l'rn �'!l ( 1 7) . . . " .... . . the p",t'O-ChU.tir:.g clu.b, I 've . ,fa.� ('l £U . . . . , ... :� tO GlQ. iho.t! o!oo.ys ...
.
0
A A A A C 4 A 5 A C 6 A C 7 A 8 A 9 A 1 2 3
1 46
@
fin d i ng to fi n d C to b e found sitting B to sit C sit suggests B a dm its C claims a p pearing B to appear having a p peared being B to be C be i ncreasing B of i ncreasing to i ncrease putting up with B put u p with to put up with stretch i n g B to stretch C stretch begins B risks C can 't help occurring B to occur C occur
10 1 1 12 13 14 15 16 17 18 19 20
A C A A A A A A A A A A C
....
promoting B to promote to be promoted
.
.
suggested B considered moving B to move C move B to take C take taking B to get C get getting B to walk C walk walking B to get C get getting taking B to take C take give up B fail C refuse i mproving B to i m p rove B choose undertake contemplate
.
..
C
..
.
.
weill I. 'd. bd'ter stop ncw, � 'm .,9Oit:9 (1 9) .. . . . . . . . . my first seminar thiS o.fero»1, SO I 've ,gat � Pt�g.� ,0 d.{;. .
...
.
'�'.r�y, I p!'OI'I1iSe .(20) ,kN€ +o �,
.
.
.
.
c�rloffi 1 47
Pa rti c i p l e a n d i n fi n i tive p h ra s e s Participle pllrases (e.g. having some time to kill) can be used i n sentences to give ext ra i n formation or t o describe the result. cause or time of the information i n the main clause. Extra i nformation phrases are simi lar to relative clauses (� Unit 3 1 ) . Infinitive pllrases (e.g. to make the best of it) are used to talk about purpose and, in a simila r way to relative clauses, after superlatives a n d other expressions. (For information on the use of infinitives and -ing forms after verbs, nouns, etc . ... Unit 1 2. )
1 3. 1 C Different subjects
active participle
XXXX
1 3 . 2A Defin ing phrases
Ti7e man is very noisy. The man lives upstairs,
(defi n i n g relative clause) (active participle phrase)
->
The man who lives upstairs is very noisy.
->
The man living upstairs is very noisy.
The portrait was lovely . The portrait was painted by my brother,
(defi n i n g relative clause) (passive participle phrase) We can only use a participle phrase to replace a defi n i n g relative clause if the subject o f the main clause and the relative clause is the same. We cannot use a participle phrase if tilere is another subject between the relative pronoun and the verb: X The house living in is over a century old.
passive participle
->
The portrait which was painted by my brother was lovely .
->
The portrait painted by my brother was lovely .
v' The house which we live in is o ver a century old.
X The man engaged to has disappeared. v' The man who Trudy was engaged to has disappeared.
continuous
(not) repairing
(nat) being repaired
perfect
(not) having repaired
(not) having been repaired
They haven 't identified the body which was found in the Thames. They haven 't identified the body found in the Thames,
(passive participle phrase)
O We can't usually use modal verbs in participle p hrases: X n1€-£fUestieR5-fflIJ�-flRsweFed-£J.Fe.-flet:-eestJ-f)f/eS7
I n defi n i ng phrases, we only use an active partici ple phrase (-ing form) when we are describing a conti nuing action or situation. We can 't use an -ing form for a si ngle comp leted actio n : X The Wief taking her bag has been arrested. v' The thief who took her bag has been arrested. (single completed action) 1 3. 2 6 Phrases of reason, condition and result
Verbs which are not normally used i n the conti nuous, e,g. be, own, possess ( Iii> 1 . 3] , can be used i n participle phrases: X ¥elfl/l{;jfl-i5-Fie/HJRe·-is-()wning-·si�eme5-c V' Yolanda is rich, owning six homes, v' The questions which must be answered are not easy ones,
1 48
Participle pllrases are a n efficient way of giving more information about a n o u n a n d can often replace a defi ning relative clause (ill> 3 1 . 1 C) . Compare these examples:
(not) repaired
Participle phrases have active a n d passive forms but they do not have a tense, Their time reference is usually clear from the verb in the main clause: Not having a ticket, I won 't be able to go to the concert tomorrow. (present/future) Not having a ticket, I wasn 't able to go to the concert yesterday. (past) In participle phrases, the active participle (-ing form) has an active meaning (see example above) and the passive participle (-ed form) has a passive meaning:
1 3. 1 6 Participle subjects
Horns locked, the two stags struggle for mastery.
TYPES OF PART I C I P L E P H RASE
There a r e several participle forms which w e c a n use to m a k e ph rases:
simple
In many cases, participle phrases do not contain a subject, The subject of the main clause ( i n bold below) usually acts as the subject of the participle phrase: Mooning wit/7 pain, the victim was examined by a young doctor. (= The victim was moaning.) I f the participle phrase follows the object of the main clause then either the object or tile subject o f the main clause (in bold below) can be the subject of the participle p h rase, depending on the meaning: We saw her plane coming i n t o land. (= The plane was coming i n to land.) The company h a s opened a n e w factory, creating many new jobs. ( = The company has created many new jobs.) () A participle ph rase at the begi n ni n g of a sentence cannot refer to the object of the main clause: X MflBRfflg-witil--peift;-e-young-doc-toF-eXemiRee-Yie-viEfim., (= A young doctor was m oaning, not tile victi m . )
>.' J "
I croLlc/7ed in tile alleyway, my eyes straining in tl7e darkness.
PART I C IP L E P H RASES - FORM AN D U S E 1 3. 1 A Active and passive participles
I n formal (usually written) Engl ish , partici ple pllrases can have a subject w h i c h is not tile same as tile subject of the m a i n clause.
Participle phrases can often operate like clauses of reason, conditi o n , result and ti me:
reason
condition
participle phrase Not being qualified, she will be
queries because she Is not qualified,
unable to answer your queries.
As I hadn 't been asked, I didn 't really wont to interfere.
Not having been asked, I didn 't really want to interfere.
If you treat it gently, the fabric SllOUld lost for years.
last for years.
result
The corporation shut down the plant, with the result that many workers were left unemployed,
time (.,. 1 3 .2C)
As we turned the corner we saw the hospitol in front of us.
I
1 3. 2 C lime phrases
full clause She will be unable to answer your
Treated gently, the fabric should The corporation shut down the plant, leaving many workers unemployed. 1
Turning the corner, we sow the hospital in front of us.
N ote that the result is often not intended : I stayed at work rather late, missing my last train home.
We usually use -jng participle phrases when two actions happen at the same time, or one happens i m mediately after the other. The -ing participle usually describes the background or earlier actio n , This is similar to the use of the conti nuous aspect for actions in progress (II> 1 . 2 6) and background situations ( ii>' 2 . 2 8) : (= AsiWhen we were leaving the m otorway, we noticed " . )
Leaving the motorway, we noticed on overturned truck on the verge.
Switching off the lights, I turned over and buried my head in the pillow.
switched off the lights, I turned over " .)
(= After I
14
lil written English an -ing partiCiple phrase often describes the setting or ba c kground Sl t uatl o n : '. 4) ��ng in Los Angeles, Brad was one of those ever-optimistic movie wannabe s. en we want to e mphasise that o n e thing happened before another w e can uSe a perfect partiCiple for the earlier acti o n . The participle p Ilrase can come ' before or a�e r tile m a i n clause: Having passed my driving test, I was able to buy my first car. my d riVing test, . . . ) I was able to buy my first car, having passed my driving test. The perfect participle can also describe reason s or causes as these usually come befe re a result (II>- 1 3 . 2 8 above): Ha ving forgotten to take my keys, I had to borrow a set from my landlord . _ S ecause I had forgotten my keys, . . . ) (-
I N F I N ITIVE P H RAS E S - FORM A N D U S E 1 3 . 3A Active a n d passive infinitives
passive infinitive
[not) to mend
(not) to be mended
continuous
(not) to be mending
[not) to be being mended
perfect
(not) to have mended
[not) to have been broken
:��t
�
�
The window seat is usually the first one to be taken. Linda was the only one who stayed for the whole performance. -> Linda was the only one to stay for the whole performance. o We usually don 't use an infi n itive phrase to replace relative clauses c o ntaining modal verbs, because the meaning would not be clear: X He's-fhe--9F11Y-fJlayeF-t(7-7jave--the-t-eam-l'F9m-fiefea�
v He 's the only player who might save the team from defeat.
1 3. 3 8 S u bjects a n d complements
:�
1 3.5A Comment phrases
�
An i n fi n itive p h rase can act as the subject or com plement of the verb be'. To reach the top is their aim. Their aim is to reach the top. We u S e fOr W ith a n i n fi nitive ph rase if the subject of the infinitive is not the same as e S U bJ e ct o f the sentence: x ·'FI1eiHJi.m-is-the-team-t-a-wirr. v Their aim is for the team to win.
�
An i n fi nitive p h rase can be the s u bject or com plement of a sentence'. To find her so distressed took him by surprise. They struggled to keep up their standard of living. Sentences With an infinitive phrase as their subject can sound rather forma l . We usually . (p.. 3 3 . 2) or an -ing form p refer I mpersonal It (� 1 2 . 1 ): It IS difficult to keep up a friendship. Keeping up a friendship is diffiCUlt.
o
infinitive of purpose (I"- 1 2 . 28): Davy took a year out to see the world and broaden his experience of life. We can use an infinitive phrase to describe discovering someth i n g u nexpected, especially with only (� 1 2. 28) :
We often use an infi n itive phrase to describe a deliberate purpose or a i m . This is the
USES I N D I SC O U R S E
zo� t o have acted sooner is his greatest regret. (= He regrets he did n 't act sooner. ) e reat st clQlm to fame is to have been chosen for the last Olympic squad . (_ e IS amous now because s h e was chose n . )
��
-. The youngest person to enter the programme was just fourteen. The window seat is usually the first one which is taken.
He returned to the field to find tile army in retreat. Eliza rejOined her friends, only to discover that Mr Darcy had left. ( For infi nitives after verbs 11> 1 2. 3 8 , after n o u n s and adjectives 1\>. 1 2. 2 C . )
I n i n itive p h rases can be active or passive, but they do n ot show tense The tim e r e erence IS sho n by t h e context or by t h e tense o f t h e verb i n t h e m i n c l a u '. e tax bill Will be tile first item to be debated in the next parliament (futu roposal was tile first one to be debated at yesterday 's Plannin meeting. (P . Sut we can use the perfect infinitive for an event that happened before th e main clause:
�
We can often replace a relative clause after a superlative, a n ordinal n u m ber (e.g. first), or one, next, last and only, with an infi nitive phrase: The youngest person that entered the programme was just fourteen. ->
1 3.48
simple
� ;�
ph rases
�f1nin g
PUrpos e and result phrases
W e can u s e t h e following forms of t h e verb i n i n fi n itive p h rases: active infinitive
TYP ES OF I N F I N ITIVE P H RAS E
1 3.5B Style
add a c o m ment t o somet h i ng we W e sometim es u s e infi n itive and participl e p h rases t o : are saying I 'm not very keen on it, to tell the truth. people. Generally speaking, they 're a pretty friendly bunch of It wasn 't a bad show, all things considered. s the particula r aspect of We can use an adverb to modify a participl e. This describe before or after the come can adverb The . n o somethi ng which we are commen ting : participle a good track record. Financially speaking, few of the dot. com companies have Paris. Compromised artistically, Picasso felt compelled to leave s (Il> 2 4 . 4A): adjective with way same the in adverbs Note that we can use starting to lose popularity. Although economically successful, the governmel1t is
r (the curre nt topiC) to the new I n written English, it is usual to move from the fam i l i a ical with words and avoid (the informat ion pri n ciple ", 36. 1 A), and to be econom us to d o these things. Ilelp rases h p infinitive and le Particip repetitio n (p.. 3 5 . 1 A). Compare these example s: had been left on the doorstep as Steve went home. He noticed a piece of paper which
he walked towards the door. paper left on Walking towards the door, he noticed a piece of -> Steve went home. . doorstep the only one who wasn't offered a Because Marion didn 't have a degree she was the permanent contract. permanent , Marion was the only one not to be offered a -> Not having a degree contract.
151
P ra ct i c e 1
3 1 3.3, 1 3. 4 of these sentences have mistakes - either an unnecessary extra word or a missing word. 11s�veil 1< [.(J the correct sentences and correct those with mistakes.
The l1ey to these exercises is on page 359.
1 3. 1 1 3.2
Choose the best participl e forms (A-C) t o fit into the sentence s. One of the forms i s not needed . . ' A giving B not haiting been given € nor eiv1ng D having been given . E :being given F having given G given I
The best part ..... to another actor. Josh felt unwilling to continue his involvement in the show. I've always treasured the watch . . . . . to me on my eighteenth birthday. The police officers stood at either end of the hallway, . . . . . Ray no chance of escape. our tickets to the attendant, we were ushered into the antechamber of the tomb. We are dividing up the grant according to need. the largest amount . . . . . to the homeless. . . the mandatory month's notice by the landlord, the tenant was able to stay on in the house.
2 3 4 5 6
..
2
...,....-�--
Rewrite the followin g sentenc es, replaCin g the underlin ed phrase with a suitable particip le phrase . o
2
��t�e�p'� e�; ��;,r��i.;r.��:J, �� ; .I:!/h. ��a��tt:�t.!.a���. She fell asleep while she sat in the armchair.
4 5
. .
.
. . . . . . .
.
.
. .
.
" " ..
. .
.
.
. . .
.
1 1
12 13 14
1 52
15
. .
.
. . . .
.
.
.
. . . . .
.
.
.
. .
..
. .
.
. .
1 3. 1 - 1 3. 4
'. .
. , .
.
.
,
..
.
.
.
.
"
aimJresultJfurther information
It made foreign
.. ... .. of new friends . .. g�jtik.I!k.Ik,.I:ffk.!:j'..WM.n,I?J!.;. t!? �.�(:t.P.j.AA<4f'.frtpyM.............................. . He wanted lO. fi nd a g i rlfrie nd I ca�los . joined a dating agency: 2 I left my keys at the: office, I coulCin't get lnto · myflat last.night. 3 Manuela hasn't got a vi�a; She ca n .t,travelto . the USA -4 My nephew emigrated tQ Au stra:l ia . ' . He wante!:l �9 sta rt a n ew life. 5 A new dam w'ai> buH i� ac�6ss the. river. itflo6ded thous.a nds. of h e.cta res. of. farmland . . � . 6 The .ol d h ouse b.ad treen r� tore d by eXperts. · It regained its former glory. · · ! was unable·to:finish the marathon. 7 1 wasn't very fiL ·· ,8 Dave and rylaria's children had. feft home. They fe)tthey should move to a smaller house . 9 They go(horne early. ', They ·found the place· had been burgled. It was the caretaker. .0 Only o ne person stByed ,behind. .. . •. . . . . . , .
.
'
. .
.
. . .
.
.
. . . .
.
.
. .
·
'.
hOlid�ys.more expensive.
She was able �o rnake lots
'
. . . . .
. . . .
'It.is better ..... and lost than never to have loved at all.' (Samuel Butler) be, or ..... : that is the question.' (William Shakespeare) 5 'The best thing is ..... , but it takes make-up to look natural.' (Calvin Klein)
.. tfM..�.Pf.#'#..w.r.Wf.f·tJh �jfor.�tfl.Iw.�f./ffI!r.��\ .... ;
. " .
.
A to have loved B to look natural C to live E to forgive F not to be
3
Q{) tillalY got a job in a czare-,
... . . . . .. . . . . People who play loud music late at night can be a real nuisance . . . . . . . . .. . . . . . �ause he had been unemployed for so long, Jack despaire d of ever findi�� ·� i�·b'. llYQJ,I....give them enough t.i.D:l.e.,. the engineers will be able to fi n d �h� f�� I�. .
I 'To err is human, . . . . , divine. ' (Alexander Pope) 2 'One should eat ..... , not live to eat.' (Moliere)
o Tfhe value of the currenc.y fell.
. . .
.
The famous quotations ( 1 -5) are missing infinitive phrases. Match the infinitive forms (A-F) i n the box t� complete the quotations correctly.
action/reason
As I am not verygood with figures I'll let you do the accounts . . . . . . . . . .. . . 9 This is a house which has been built to" last forever. . .
by Silvio Moresco.
Some sentences can be written in more than one way. The first two have been done as examples. '. . :..
8
.
'
5
.
. . .
a She joined the Navy to see the world. .9 It s a shame not have seen the fireworks. 10 The 'Royale' is the latest fabric to have designed
Use the information in the table to write sentences, inserting an infi nitive or a participle phrase.
. .
After he had moved out. Danny found it difficult to find a nice place to st�;: . .. . . . . . If you leave it for too long, oil paint will form a skin. . . . .. The sea was very rough. which made me feel sick. . .
7
. .
So far nobody has claimed the money we discovered under th� floorb�ard�·. " · . . .
6
. . . ,
4, We don't want to be the last ones to leave. S It isn't necessary to be being ricll to be happy. f) I was the first one in my family to have been gone to university. r f1m afraid you aren't the first person to mugged in this neigllbourhood.
4 'To
Because I can speak Finnish I was able to follow their conversation. . . . .. . . . . . .. . ... . . . . . . . My brother. who has split up with his wife. wants to move in with me. . . . . . . . . . .
3
I stu dy medicine at university you need to pass a biology exam. :2 I don't think much of him, be honest with you . 3 That was the very first programme to b e shown on the new channel.
·
The people who lived closest tQ th'e riv�r bank �er�·�h� �����·�ff���·� d:
Id..Y.e to the fact that I hadn't registered, I was unable t;·���·� ·;� i���·���·k :�·�i���i· �·�
.
'
'
.
. . •.
. . . .
.
.
.
.
6
:,'
ALL
Use infinitive a nd/or participle phrases to rewrite this extract from a TV listings magazine in a more natural way. The parts you need to change are underlined. You may need to change the order of some words. The first phrase h a s been done for you.
' C odfa,ther '
;
'
The first person that arrives £<>
i n the office i n the mornings is usually Gary. Gary is usually . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in the office in the m o rn i ngs.
tiu,jin.t.f.if.@'v..iJJJJ,.rri.wr
tin is always a great asset at any party because he is so charming. I Mar '
b eing
.. . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . always a great asset a t a n y pa rty.
2 I took a short computing course following my graduation from college . . . . . . a short computing c o u rse. 'having
It dates fro m 1971 and. was directed by Francis Ford Coppola, The Godfather won three Oscars.
.3 Celia's major regret is that she had never made more of her m usical a b i l ities. . . . . . . . her m usical abilities is Celia's major regret. . .......... .......... to 4 As she threw open the French windows Mary said 'There's nothing l i ke fresh air!' t hrowing 'There's nothing l i ke fresh air l ' . . . . . the French windows.
The film lasts almost three hours and is Shakespearean in its scope aud ambition . It is the . '. story of a New York mafia family which is headed by Marlon Brando as 'the Godfather'.
5
Altho gh Brando has the title role it is AI Pacino,
�
The company launched a n advertising campaign with the aim of i ncreasing its m arket share. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . its m arket share . The company ....................
to
6 Finding the old h o u s e i n such a derelict state c a m e a s a great shock. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i n such a derelict state. It came as fl.nd
�plays his troubled son and heir Mi�hael, .who steals the show in a masreily petformarice:.; As he . strul:�les . to reconcile his distaste fot ctjrrie lind brutality. with his selise offaihilv hanoul' and duty, Pacino's character embodies the moral dilemma at the heart of the movie.
7 Frankly, I d o n 't t h i n k m y clients will ever agree to those prices. frank I d o n 't think m y clients will ever agree ...............
The diteatQC intcrsperses lol1\:'scenes QHamily;Iife:Withshorterscquenct['Ofe.xtr.eme violence in order to achieve his'iU.m.:o£takiDl: the auQilmce on an emotional rollercoasrer ride. Because it was shot in ex�licitdemil, tili violmct: may sho(:k some vi� crs. But anyone ",bo is grepa'red'rei 'put up with this will enjpy a unique dramatic experience. In fact,.£o.r: many people . Tile Go4fathcr is th greatesr ro'nerlcan film wrueh hild,beenmade in the 19708.
'.� " '!M·)'f',."_ .. . ., �_, ,..._'
1 54
ALL
co mplete the second sentence so that it has a similar meaning to the first sentence. You must use betWe en three and eight words, including the word given. This word must not be altered i n any way, There i s a n example (0). o
MOVIE OF THE WEEK
The
7
8 The shrubs should grow well i f you plant them i n a sunny spot. ........... .. . .. .............. .................. planted 9 They will probably sell the ground floor flat first. They expect the gro u n d floor flat be
.. . . . . . . . . . . . . . . . . . . should grow wel l .
1'0 M y brother is having a lot o f trouble fi nding a decent j o b as he h a s n 't h a d the benefit o f a college education. . . . . a college educati o n , m y brother is having a lot having of trouble fin d i ng a job. 1 , Sophie was a demanding boss because she was such a perfectionist. . . . . . . . . . . . . . . . . . . was a d e m a n d i n g boss. being ...............
11
The town h a l l was one of the few b u i l d i ngs that wasn 't destroyed i n the earthquake . . . . . . . . . . . . . . . . . . . . . . . . i n the earthq uake. been The town hall w a s one of t h e few . ..............
1 55
M u l t i -wo rd ve rbs A common feature of English is tile combinat ion of verbs with prepositio ns a nd/o r adverbs to create m u lti-word verbs, e.g. to put off, to put out, to put up with . These verbs can be difficult for learners because the m ea n i ngs often cannot be worked out from the i n d ividual words, a n d there are special rules about the position of objects wit h these verbs. We sometime s refer to a l l m ulti-word verbs as ' p h rasal verbs ' , although there are several different types. (For verbs with dependen t prepositi ons U n it 1 5. )
1 4. 1 B a l and m or F use In fOf m al
1 4. 1 C Meani ng
FORM A N D U S E 1 4. 1 A Overview
M u l ti-word verbs are formed from a verb, e.g. grow, p l u s an adverbial particle, e.g. a way, back, out, or a prepositional particle, e.g. on, off, up. There are four types of m u lti-word verb a n d each type has d ifferent rules, for example about the use or position of the object: Type 1 (� 1 4. 2A)
Type 2 (Ii'- 1 4. 2B) Type 3 (� 1 4.3)
Type 4 (II-- 1 4.4)
intransitive phrasal verbs, e.g. take off: The plane took off very late. (There is no object.) transitive phrasal verbs, e.g. put something off: We 're putting the party off/putting off the party because of the awful weather. (The noun object can go before or after the particle.)
. put sb/sth. off.phr v rr:! io ariang� tQ do s6me�!l nr a loter time 'or date, especiilly beca.usc lhcCe .w problem. difficullY e� Theiveput the lheeling offrill flul.wellk
M ulti-word verbs forl11 tenses , a n d are used i n questions and n egatives and i n the passive voice, i n the same way as other verbs: WiJ/ you be putting the party off? (future continuous question) The party has been put off until next month. (present perfect passive) We never separate the verb and particle in the passive form: X ·"Fha-t--sEeFy-w£ls-made-bij-·8-Fe5en-tffJ/-fHflplelfee--tlfh v That story was made up by a resentful employee.
We can sometimes form nouns from m ulti-word verbs. (ill> 2 S . SA) The car broke down five kilometres from home . (multi-word verb) The breakdown happened five kilometres from home. (noun)
In sOllle cases the order of the verb a n d particle is reversed in the noun derived from them: The epidemic first broke o u t in Namibia. (multi-word verb) The first outbreak of the epidemic was il1 Zaire. (noun)
1 56
• -c'
1 4.2A
Intransitive verbs
phrasal-prepositional verbs, e.g. look forward to something :
Learner dictionaries i ndicate which type a verb is by showing a n o u n object with the verb:
'.'. '; J,�..1I
It i s sometimes possible to get a n idea of the m ea n i ng of a m u l ti-word verb from its particle, because some particles are associated with areas of meani ng, for exa m ple: on - startinglconti nuing/progressing, e . g. carry on, take on, get on out - thoroughness, e.g. work out, see out, mark out up - completion/fi nal ity, e.g. give up, break up, eat up o However, these areas of meaning can be abstract a n d may not cover all cases.
P H RASAL VERBS
prepositional verbs, e.g. cope with something : How does she cope with all those kids ? (The object goes after the particle.) They're looking forward to the holidays. (The object goes after the particles.) ,
Where a m ulti-word verb has no exact synony m , e.g . grow up, we can use it i n formal and informal contexts. H owever, when there is a single verb with a n equivalent meaning, e.g. think about (= consider), the m ulti-word verb tends to be used in i n formal contexts while the single verb is more form a l . Compare these examples: [ The bank will think about your application in due course . ] The bank will consider your application in due course. (formal) [Honestly, how can you consider money at a time like this '] Honestly, how can you thinK about money at a time like this! (informal)
1 4. 2 B Transitive verbs
I ntra nsitive phrasal verbs (type 1 I>- 1 4. 1 A) consist of a verb plus a n adverb. P h rasal verbs usually have a meaning which is different from the meaning of the separate parts: Getting by on my salary isn't easy! ( = m anaging) Rollerblading never really caught on in England. (= became popu lar) As intransitive phrasal verbs have n o d i rect object, they cannot be made passive: v My car broke down. X MY-'€-flF-bFoke-down-the-engine, I ntra nsitive phrasal verbs are sOl11etimes used in i m peratives: Watch out. That floor's not very solid. Come on! I can't wait all day!
Transitive phrasal verbs (type 2 Ii" 1 4. 1 A) consist o f a verb + adverb a n d have a d i rect object (either a pronoun or a noun]: It isn 't true, I made i t up. I made up that story. If the object is a n o u n , it can either be between the verb a n d particle, or after the particle: I made a story up. I made LIp a story. If the object is a pronoun, we put it between the verb a n d particle, but not after the particle: X 1-IlW£liHlf7-� v I made it up. o We can't put an adverb between the verb a n d particle or between the particle
and object: X I-paifi-eaFIy-eaek-#le-lOOfJe X J..-pai£i--eaet-r-ear.fy-the-Iealr. v I paid the loan back early. o We can't put a relative pronoun i m m ediately before or after t�le particle. X T-haf(s--the-Foem-whieh-up-I-£lid- X +hef's-fhe-FeOlfl-tJp-whi{;h--/-did- v That's tile room which I did up. Some phrasal verbs have a transitive use with one l11ea ning, a n d an i n transitive use with a d ifferent meani ng. Compare: The plane took off on time. (take off, i n transitive = become airborne) The man took off his coat. (take something off, transitive = remove)
157
WORD L I ST: COM M O N M U LTI-WORD VERBS
P R E P O S ITI ONAL VERBS
Prepositional verbs [type 3 II> 1 4. 1 AJ consist of a verb. e.g. look, plus a Form and preposition, e.g. into, at, for. The combination of the verb and preposition use creates a new meaning which can sometimes, but not always, be worked out from the parts: She looked for her missing passport. [= searched, tried to findJ Would you mind looking into his complaint? ( investigating, researchingJ These verbs are transitive. We put the noun or pronoun object after the preposition, and not between the verb and preposition [compare with phrasal verbs ... 1 4. 2 B J :
These tables include all m ulti-word verbs which occur at least ten times per million words in the Longman Corpus Network. (Below, sb = somebody and sth = something.J
1 4. 3 A
1 4. S A
v'
wake up, watch out
)( We-6lidR-'-f-feIJ-it-fo!7
We didn't fall for it/his story.
With prepositional verbs [but not phrasal verbs ... 1 4. 2 B aboveJ we can put an adverb between the verb and preposition. But we cannot put an adverb between the preposition and object:
1 4.SB
)( SI7e-f!oftee-witl7-r-eluetflflt-ly-fleF-fflefley,
v' She parted reluctantly with her money.
1 4. 3 B In formal English we sometimes prefer to avoid a preposition at the end of a sentence. Special uses With prepositional verbs [but not phrasal verbs II- 1 4. 2 B aboveJ we can put the preposition in front of the relative pronouns whom or which: These are the principles (which) -+
o
our party stands for. our party stands.
These are the principles for which
That's the type of client (whom) I'm dealing with. That's the type of client with whom I'm dealing.
1 4. S C
-+
But we cannot put the preposition after whom or which: 1 4. SC],
especially in
The marketing strategy is aimed a t a target audience o f 1 8 to 25 year aids.
P H RASAL- P R EPOS I TIONAL VERBS
=
)( 1-€err�t-f!I:H:-t.IfI--this-tFeatffleflt-llt-wit-h-eny-longer7
We cannot usually put a noun or pronoun object immediately after the verb: )( 1-€oR-'-t-Put-this-treatmentlit-up-with -any-lenger,
v' I
can 't put up with this treatment/it any longer_
The exception is when the verb has two objects, e.g. let somebody in on something, take somebody up on something: We let James in on the plan.
o
We took her up on her offer.
We cannot put an adverb before the first particle or after the final particle, but we can use an adverb between the two particles: )( Ue-S{fHI£is-stF
up (= not allow a feeling to show], act sth out (= perform/demonstrate), bottle sth sth up [= mention sthlintroduce a bring rear], [= up sb bring ce], bring sth in [= introdu (= restore/redecorate], fill sth inlout up sth do ake], /undert topic), carry sth out [= perform fix Stll up [= arrange], give sth away [= complete in writing], find sth out [= discover], keep sth up [= marnta lnJ, (= reveal), give sth up [= stopJ, hold sth up (= delay], up, make sth up (= invent], pay sb back, leave sti1lsb out, let 5th out (= release J, look 5th in), pull sth/sb down (= demolis h, pick sth up (= collect] , point sth out [= highlight/expla on, put sb up (= accomm odate], sth put ne], postpo [= off sth put , away demote), put sth rganise ], take sth over, ment/o h/imple establis [= up sth set ], run sb down (= criticise sthlsb out tum , refuse] [= down sthlsb take sth up, throw sth away, tum
Type 3: prepositional verbs
[IJ> 1 4.3A,
BJ:
The following prepOSitional verbs are usually used in the passive: be aimed at [= intended for), be applied to, be considered as, be derived from, be known as, be regarded as, be used as, be used in
1 4. 4A
These verbs (type 4 ... 1 4. 1 AJ are formed by combining a verb with an adverb and Form and preposition. The combination creates a new meaning which cannot usually be use understood from the meanings of the individual parts: We look forward to hearing from you. ( anticipate with pleasureJ They are transitive and can be made passive: All her employees looked up to her. (activeJ She was looked up to by all her employees. (passiveJ We can never use a noun or pronoun object between the particles:
Type 2: transitive phrasal verbs (� 1 4. 2B):
call for sb, care for sb, come across 5th (= encounter], cope with sth, deal with sth (= manage, handle], fall for sth [= be tricked], feel like 5th, get at sb/sth, get over 5th [= recover from], get through [= finish sllccessfully], go into sth, go with 5th [= match], . lead to sth, look after sb lsth , look at sth [= observeJ, look into Stll [= investigate], look like 5th (= resemble], look round sth (= visit, etc.], part with sth, pay for sth, rely on sthlsb, run into sb [= meet by chance], see to sth (= organise/manage], send for sb, stand for 5th (= represent/mean/tolerate), stick to sth [= persevere/followJ, take after sb, talk about sth, think about sth (= consider)
)( -These-flFe-the-pFineifiles-whieh-for-eur-f!or-ty_stfHIdtr.
Some prepositional verbs are mainly used in the passive form [II> written English:
popula r), come back [= stop working), catch on (= understand/becomel, fit in, get by througl fall l), quarre (= out all f on, come [= return], come in, e], go out, grow up, look out, pass out (= manage/cope], get up, go away, go on (= continu [ = arrive), [= faint), shut up, sit down, stand up, stay on [= remain), take off, turn up
break down
=
)( We-fiianCf-fol!-his-story-fe!7
Type 1 : intransitive phrasal verbs [... 1 4.2A):
1 4. 5 D
Type 4: phrasal-prepositional verbs
[.- 1 4.4A) :
catch up with sb, cheCk up on sthlsb, back out of 5th, break in on sth, catch up on sthlsb, ially), come up with 5th (= appear to be], come down to sth [= be essent with 5th, drop in on sb, face up to sth away do ], reduce [= sth on down cut , invent) (= (= return] , get down to sth, get on With sth, (= confront), get away with 5th, get back to sth to sb [= approach), keep away from up go 5th, for out go sth, to in give get out of sth, , look forward to 5th (= anticip ate], look sb on down look , sb with up Sb/St/l [= avoid], keep away with 5th, move on to sth, put make tJ, /respec out for sblsth, look up to sb (= admire sth, stand up for sth [= defend ], with off run sb, up with sti1lsb [= tolerate], run away with turn awayfrom sth, walk out on sthlsb usually used in the passive: The following phrasal-prepositional verbs are in out set be of, up made be be cut off from,
come across as sth
1 59
P ra ct i c e
The key to these exercises is on page
360. All
the verbs you need
o
4
1 4 . 5).
for tilese exercises can be found in the Word list (�
1
U n derline the most suitable verb in italics in each of these sentences.
1 Don 't stop now Liz. Continue/Co on , I ' m dying to hear the end of the story! 2 In a bid to improve diplomatic relations, the Foreign Office has arranged/fixed up a visit by senior embassy staff. 3 The court sentences you to life imprisonment, with the recommendation that you not be re/eased/let out for a minimum period of twenty years. 4 Owing to a lack of military support, the United Nations feels unable to maintain/keep up its presence in the war-torn province. 5 I don't think your dad trusts me - he's always observingllooking at me. 6 You've got to make an effort, darling. You'll never lose weight unless you reduce/cut down on the amount of fatty food you eat. 7 The government have announced plans to abolish/do away with the disabled person's vehicle allowance in the next budget. 8 My little brother's always getting bullied at school. He just won 't confront/face up to the other kids. 9 The presidential party will arrive/turn up at the palace shortly before luncheon. 1 0 My best friend always exaggerates - half the things he says are j ust invented/mode up! 1 4.2. 1 4. 3
Rewrite these sentences using a n appropriate multi-word verb. You must use a pronoun (it, him, her, them) to replace the underlined object. In some cases you may have to change the word order. The exercise begins with an example (O). o
1
2 3
4 5
6 7 8
9
10
They've postponed the housewarming party until Friday. Would you mind organising the removal yourself? I met Steve and Terri quite by cllance at the supermarket this morning. I 've arranged the meeting for ten o'clock tomorrow. You 're always criticising your colleagues. I ' m sure the police will investigate the burglar),. Tile builders undertook the job very professionally. Could you colJect the children from school tonight? Has Perry recovered from 1l:!.§.Jlli yet? She really resembles her parents, doesn't she? Would you highlight the advantages for me?
. . . .
.
.
.
.
.
. .
.
.
. .. . .
. . . . . . . . . . . . . . . . . .. . . . . . . .. . . . . . .. . . .. . . . . . . .. . . . . .
.
(put)
(take) . . . . . . . . . . . . . . . .
(put) 3'
(go) . 5
.
(pick) . 6
(drink) 7
What are t h e people saying i n the pictures on the next page? Write a short sentence for each situation using multi-word verbs and a suitable pronoun (it, them, you, etc.). All the multi-word verbs you need can be formed from the verbs in brackets and the particles in the box. The first one has been done as an example (OJ.
PARTICLES: after
1 60
at
down
off
�.
' . ' Lip . (x2)
.
with (take)
(look)
1(
Rewrite the parts of the sentence s in brackets with the words in the correct order. o Don't (tomorrow/put/untilloff/itl; do it now. o
Thanks for the invitation ; (Iooking/to/I'm/it/fo rward). 2 The evil witch (frog/prin ce/thelinto/turned /handso me/a). 3 I won't have any sugar thank you; (itll've/up/given) . 4 There isn't a death penalty any longer; (away/they've/itl done/wit h). 5 He's the footballe r (million/a/team/m anager/for/the/pa id/ whom/ dollars ). 6 I have a small trust fund; (by/itlmy/was/setlgrandfa ther/up) .
+l""/1 ':J .?If.: . . . . (bottle) anger can be unhealtllY. But how do we ( 1 ) . . . . . . . . (let) know (0) . . . b. .l?t,"""' without seeming foolish? Expressing anger and losing your temper are different things. otJr Snger y, the otiler dangerous . (look) people who express anger calmly, but health . We (2) . is eo e . (come) i mmature and aggressive . ttlQs . e'who lose their temper (3) Mandy Dickson has (4 ) ......... (set) a one-day anger workshop which Ilelps people learn .. (deal) their anger. It is (6) . . . . (aim) ordinary people who don't feel able abo ut and (5) ol their tempers. She (7) . . . (point) that anger is natural and nothing to be as ham ed ontr to ·cb . (look) its true causes. Then we can (9) . . . . (face) of. ut we should recognise it and (8) . It. " and begin to do something positive. PartiCipants ( 1 0) . . . . . . . . (fill) a questionnaire about things that make them angry. Tiley compare their responses and often ( 1 1 ) . . . . . . . (find) that the causes are other feelings such as fear or grief. But in our culture it isn't acceptable to ( 1 2) . . . . . (act) . (cover) these feelings. th ese feelings in public. Men, in particular, are supposed to ( 1 3) . Once we know the causes of anger, we must learn how to ( 1 4 ) . . . . . . . . . (keep) situations which will induce them. When we are angry we want other people to understand us, but we often make . . (run) those around us. Anger is often caused by the feeling that you the mistake of ( 1 5) have been ( 1 6) . . . . . . . . . (let) by other people. But we can't always expect other people to know our feelings. So the most important way to ( 1 7) . .... (cut) the number of anger-producing situations is to tell people exactly how we feel. It really all ( 1 8) . . . (come) communication. We
. . . .[), l1::'t.jJ:i.1t:..it. offl;l':(:t:ik.t{).t1tp. rrow: . . . . . ..\ " . . ..
.•
.
.
.
. ..
..
.
.
.
.
. . . .
.
. .
.
.
.
.
. .
Read the magazi ne article below. Then use the informa tion i n the text to complete the informa l summ� ry on the next page. Use no more than three words for each gap ( 1 - 1 8) , includin g the word In bracket s. The words you need are all m ulti-wor d verbs and do not occur in the newspap er article. The exercise begins with an example (0).
When anger is healthy
Everyone knows that not allowing oneself to show feelings of anger and resentment can be verY' unhealthy, leading to stress and long-term feelings of inadequacy and. powerlessness. But how do 'we release our anger without looking foolish or petulant? The first thing to learn .is. that expressing your ange'r and losing your temper are not the same thing at all. One is nattlral and healthy, .the other is destructive and dangerous. We usually admire tbose who can express their anger calmly, and see them as 'firm but fair' or mature a.nd self-confident. While those who lose their temper appear to be immature, childish, selfish and aggressive. Mandy Dickson is a psychologist who has esrablished.a successful one-day anger WOl'kshop that helps ordinary people to learn about and manage their anger. The seminar is not intended for criminals onhe mentally ill, but for those ordinary people who feel powerless to control their own tempers.
52
The fim thing Mandy explains is. that anger is a natural and normal feeling, and that feeling angry about something is nothing -to be ashamed of. But we need to recognise anger when we feel ii:, and to investigate its true
. . .
.
causes. Once we know the Teakause of .·anger we can confront it .and. begin to.do. something positive about it. Mandy asks pattidparits to complete a questionmiire aboltt·tbings cfl1i'tt . . make them a:ng�y.· B}' -compaiing t.hese '::' . ••. . 'triggers' people often discovelthat the trlle causes of anger are other feelings, especially fear, disappointment .and.grie£; ·Butl:jecallsc . i.t . is not socially acceptable in our culture- to ' . openly demonstrate these feelings, we. express them as aug�. This.is partiojlaily..:.true.for,:men who, eyen !o ihese:erilighte[Jed rt.meS".�re � expected fd hige a �y J�llggs of 1nadeq�3cr fear and be strong anihtoicnl in all sihiaciolls. '
. .
Having rec ogpise5! th e ca).lSeS of inge r, the first step is to learn ho',V t.o a.void nnger-induCing situations: The next step is to learn howeo expreSS one�s fedings.c.almly ancl firmly. . Mandy believes thatwhel1 we are angry we wanr other 'people tO llnderstand om anger and sympathise with it. But we often fall iuto the. trap of expressing anger by criticising' those around ns, when w/lat .we really.want is their support and empathy, One of the most . .
fail to behave in a way yoll expe�t them .to. But as. Mandy explains hUllUIn Deings are nQt telepathi,c, they cannot � 'Cxpeqed to', . . .... . ' aUtOmatically ailtidpm thei Pe�ple's desir�s and wishes. Soan essentialtool ill reducing the occurrence 'of angerciil.dudng· situations is to always ' 'plain exactly whQ[ you\vant aild expect froin those a i'ourid you. ltis'.all · , . essentially a question of com�i,tnication. .
.
.
.
. . .
. . .
Re write John's half o f this unnatural telephone conversation in a more natural, informal style. U s e the: multi-word verbs in t h e b o x t o replace t h e underlined verbs and phrases. Replace n o u n s with pron.ouns where possible and make any other necessary changes, as in this example:
JOHN
(0)
. d emo I'IS h ed t h e conservatory. vw/ /hi,. .i.t. .d I , ve Just ''*''' . ..oW!'V... . . . . . .l'� ... . . . :jy.'"v�rtr '· do 5th up · put up with .sb ,' stay. up get,on'with sb . putsb up turn sth into sth ' ' on sb put sth ' loo.k forward to sth sit down . Iqok ' up take st�:off ' down . 5th out ; turn sth down ...pllll &tl'l eoovrr ' take stll up ' fi�isti s th off s6rt . . .
.
.
. • . ..
-
' cornmon causes of anger is when other people
.
John, it's Dave. How are things? JOHN Sorry, I can't hear you. ( 1 ) I 'll just reduce the volYille_illlJh e radio. That's better. How are things? Still working on the house? DAVE J.oHN Yes. (2) We've k.Q!IlQleted the wQ.r!um the kitchen and (3) we're renovating the dining room. (4 ) We're transforming the room i nto a second bedroom. (5) I 've just moynted the wallpaper but I've been having trouble getting it (6) to remain vertically attached. DAVE I know what you mean. I hate wallpapering. JOHN (7) And it's all got to be organised and ready by Saturday. Jane's mother is coming and we're (8) providing accommodation for her for a few days. DAVE I thought you didn't like her. JOHN (9) We don't interact in a friendly way with each other but ( 1 0) I can tolerate her for a few days. DAVE Why do you dislike her so much? JOHN ( 1 1 ) I'm sure she regards me as inferior to her. And she's so lazy, I mean slle comes in, ( 1 2) removes her coat, ( 1 3) assumes a seated pOsition and expects us to wait on her hand and foot! DAVE I see what you mean. Sounds like a niglltmare. JOHN ( 1 4 ) Mm. I think I might commence gardening fl.S...
1 63
De p e n d e n t p re pos iti o n s I n English there are many words which are used with particular prepositions. Because ' the choice of preposition depends on the word and meaning, tile prepositions we use ' are called dependent prepositions. For example, we accuse someone of a crime, we don 't fJff/;/5e-517�If/e-, by-e-Er-ime- or f6F-£/-f3Fiffle-. Tilere are many verbs Wllicll combine with particular prepositions. Some of these are 'prepositional verbs' (e.g. quarrel with someone) and are explained in detail in U n it 1 4. Other verbs follow d ifferent patterns (e.g. accuse someone of a crime) Wll ich are explained here. There are also many nouns and adjectives whicll are followed by particular prepositions. (For prepositions and prepositional pllrases il>- Unit 2 9 . )
G E N ERAL RULES 1 5. 1 A PrepoSition + object
Prepositions after verbs, nouns a n d adjectives always have an object. The object can be a noun, pronoun or verb. I apologised to my boss/her/the managing director. I apologised for arriving late. Note that to can be a preposition.
1 5. 1 8 Preposition + -ing form
If the object of a preposition is a verb, it must be a n -ing form: X She-stleeee£ie£i-ilt-win-the-Facec v She succeeded in winning the race. o The -ing form can have its own subject. This is a noun phrase or an object pronoun: I'm looking forward to my wife returning. Dad insisted on us apologising. I n formal English we can use possessives rather than nouns or pronouns (III> 26 . 1 A, 2 7 , I A) : The judge granted bail as she felt there was no risk of the defendant's absconding. The detective insisted on our leaving the crime scene.
1 5. 1 C Pt'eposition or to + i n fi nitive
Many adjectives describing feelings and emotions can be followed by a preposition or to + i nfinitive (word l ist III> 1 5. 5 D ) : We were annoyed a t finding our places taken. He 's keen o n learning archery. We were annoyed to find our places taken. He 's keen to learn archery. Some verbs can also be followed by either a preposition or to + infinitive, but there may be a change of meani ng: They don't agree with the government's policy. ( = Tiley Ilave a different opinion.) I agreed to help him filf out the forms. (= I said that I was willing to . . . ) (For verbs + -ing/infinitive .. Unit 1 2 ; for participle a n d i n fin itive phrases III> Unit 1 3 . )
1 5. 1 D Preposition or that clause
1 64
M a n y o f t h e words wllich describe what w e say, thin k or feel are followed by a preposition + -ing form. Some of these words can also be followed by a that clause. (For more i n formation on these words III> 9 . 2A , 9 . 5 8 ) : The judge insisted on the jury disregarding the doctor's testimony. The judge insisted that the jury disregard the doctor's testimony. o But prepositions cannot be followed by a that clause except with tile expression the fact that: X MY-P£lFeltt-s-aisappFlWed-of-that-fFl!:j-i7FfftReF-fef/;-s€heel-al:-5fJ
1 5. 1 E Prepo sition + whether
We do not use if after prepositions. we use whether: X f.!-m-efFaid+weSfJC{-ewer-e--ef-if-she--weS-Waf€hing..me-,oF--notc v I'm afraid I wasn 't aware of whether she was watching me or not.
VERB 1 5 . 2A prep ositional verbs
1 5.28 Verb + object + preposition + -il1g form
1 5.2C d i rect object + preposition + in d irect object Verb
+
+
P R E POSITION PATT E R N S
S o m e verbs combine witll a preposition eitller t o create a n e w m e a n i n g or to l i n k a verb with an object. These verbs are called prepositional verbs (Il>- 1 4 . 3A) . They decided to look into the problem. ( = to i nvestigate it) Tamsin complained about the bill. S/1e apologised for her outburst. Some prepositional verbs also use a n extra preposition before an i n d i rect object, e . g. to the manager (word l i st Il>- 1 5 . 5A) . Most of tllese are reporting verbs ( III> 9 . 5A) : Tamsin complained to the manager about the bilf. She apologised to the committee for her outburst.
We use object + preposition + -ing form after particular verbs to l i n k the verb with tile person it affects a n d the action which is connected to it (word list II- 1 5 . 58): The police accused her of stealing. His sense of duty prevented him from leaving. These verbs can be made passive: S/Je was accused of stealing (by the police). He was prevented from leaving (by his sense of duty).
We can use direct object + preposition + i n direct object after particular verbs to l i n k t h e verb with two objects: The tour guide discussed the day 's schedule with us. Henry explained it to me very slowly. With some verbs we can change the order of the objects. but i n this case d ifferent prepositions are used (word list "" 1 5 . 5 8) : I blame our schools for the poor standard o f education. (= blame somebody for something) I blame the poor standard of education on our schools. (= blame somethi n g on somebody) The King of Sweden presented the physicist with the Nobel prize. ( = present somebody witll sometll ing) The King of Sweden presented the Nobel prize to the physicist. (= present someth ing to somebody) o These verbs can be made passive. But o n l y the d i rect object (the one which immediately follOWS the active verb) can become the subject of the passive verb: My teacher explained it to me. -. v It was explained to me (by my teacher). X 1-wes-e-Jq7lflined-it-b!i-my-t-eaeher.-
o U n l ike
some verbs used with two objects (e.g. give ) , with the above verbs we cannot omit the preposition: He gave it to me. He gave me it. v He explained it to me. X He-e-Jq7laiflffi-me-ft.: X He-e-Jq7leiflefi-it-me-c v He discussed it with us. X He-fiiswssed-it-u!r. X He..fii5€l:fssefi·-li5-itc
N O U N + P R EPOSITION 1 5 . 3A N o un/verb + preposition
Where a n o u n i s related to a prepositional verb, tile noun often takes the same preposition ("" 1 5 . 5C) : He succeeded in winning the Palme d 'Or. (= to succeed in something) We congratulated him on his success in winning the Palme d 'Or. (= a success i n somethi n g)
1 5. 3 B N o u n only + preposition
But some nouns followed b y a preposition are related t o verbs which d o not take a preposition (I> 1 5 . 5C) : The members had a discussion about the subscription charges. (= a discussion about something) We discussed the subscription charges. (= to d iscuss something) X We-£J.i5€tf55e£i-£feotft--/'Re-5iIbseFipoofl-€RflFg€57 Here are exa m ples of other verbs/nouns l i ke this: to demand something/a demand for something to fear something/a fear of something
1 5.3C Noun + preposition + noun
1 5 . 4A Adjective/ nOlln + preposition 1 5.4B Adjective + preposition
1 5 . 4C Preposition choice after participles
(Below, sb l S .5A
+
1 5.5B
Where a n adjective is related to a nOlln or verb which takes a prepositio n, the adjective usually takes the same preposition (iO- 1 5 . 5 D) : I expressed my gratitude for their assistance. I was grateful for their assistance. We depend on his generosity. We are dependent on his generosity.
I n some cases the participle form takes d ifferent prepositions depend i n g on the meaning, for example (II>- 2 9 . 2 D) : made by ( + the person/co m pa n y/process wh ich produced it) made for (+ its p u rpose) made from (+ original material which has been transformed) made of (+ original material which is sti l l visible)
The wool In Arran jumpers is made by Scottish sheep.
somebody and 5th = something . )
Prepositional verb + object + preposition + object (ill> 1 5. 2A)
1 5.SC
depend on sb/sth for sth disagree with sb about/over 5th quarrel with sb about/over sth rely on sb/sth for sth
Verb + direct object + preposition + indirect object ( II>- 1 5 .2B) ( ' These verbs can also follow the pattern: verb direct object + preposition
accuse sb of sth' acquit sb of sth advise sb against sth ' advise sb of sth aim sth at sb arrest sb for 5th * beat sb at sth ' blame sb for sth ' blame sth on sb bother sb with 5th compensate sb for sth ' congratulate sb for stl) , (US English) congratulate sb on sth ' convict sb of sth' convince sb of sth criticise sb for sth cure sb of 5th
P REPOS ITION
A lot of adjectives describing feelings a n d opinion s have dependent prepositions: My grandfather's very keen on trout fishing. Stockbrokers are becoming increasingly worried about the news from New York. o Some of these adjectives are formed from verb participles, e.g. interested, bored, scared (� 2 1 . 2A). We use participles + by + agent in passive sentences, e.g. I was really scared by that film (�, 8 . 1 A). Although these adjectives look l i ke participles, tlley work differently a n d cannot always be followed with by: v' I am scared of horror films. X r·flffl-5€ared··by-hoFr-er-·fikns-.· X He-is-iflter-estefi.lJy-pITiios-eph!f.' v' He is interested in philosophy.
=
agree about 5th with sb agree with sb about/over stll apologise to sb for sth complain about sth to sb complain to sb about sth
The preposition is usually followed by an -ing form or n o u n . But there are some n o u n + preposition forms which can only be followed by a n o u n . (� 1 5 .5C): X TRe-€otfFl:-i55t1ed-(1-demflnd-f6r-FefJayilig-of-t-Re--fiee� v' The court issued a demand for repayment o f the debt.
ADJ ECTIVE/PART I C I P L E
1 66
WO RD L I ST: DEPEN D E NT P R EPOSITION PATIERNS
+
deprive sb of 5th describe sth to sb discuss sth with sb explain sth to sb help sb with 5th lend 5th to sb make 5th for sb persuade sb of 5th praise sb for sth ' present sb with 5th present sth to sb prevent sb from -ing protect sb from Stll provide s b with sth provide sth for sb reassure sb of 5th release sb from 5th rescue sb from 5th
Noun + preposition + noun /-ing form (II>- 1 5 .3) (' These nouns can only follow the pattern : noun
advantage oflin aim oflin amazement at anger about/at annoyance about/at answer to' anxiety about apology for attack on awareness of belief in boredom with craving for damage to * danger of!in decrease of (+ quantity) decrease in' delay in delay of (+ duration) demand for* difficulty in
+
-ing form.)
rid sb of sth rob sb of sth save Sb/stll from sth starve sb of sth steal 5th from sb stop sb from cing strip sb of sth supply sb witll sth supply sth for/to sb suspect sb of stll throw 5th at sb (= in order to hit them) throw sth to sb ( = i n order for them to catch it) warn sb about/against sth ' welcome sb to 5th
+ preposition + noun.)
effect of excitement about/at expense of fear of gratitude for hope of idea of increase in' increase of (+ quantity) insistence on insurance against interest in job of lack of matter of matter with ' method of objection to pleasure oflin point oflin possibility of
prelude to problem oflin proof of prospect of/for purpose oflin question about/of reason for relationship with satisfaction with sequel to solution to' success in surprise at task of taste for thought of way of work of worry about
1 67
1 5.5D
Adjective + preposition (.... 1 5 .4) ( These adjectives can also be followed by to + infinitive.) *
absent from
dependent
accustomed to
devoid of
original material . which is still visi bl e)
mode of (+
addicted to
different toltrom
afraid' of
different than (US
amazed at/by
disgusted with/at
angry, annoyed ', furious '
eager' for
the cause of
at/about (+
this feeling) angry, annoyed, furious with
(+ the person who caused this feeling) anxious about ( = feel nervous/worried about sb/sth) anxious ' for (= waiting impatiently for sth)
engaged' in
badIgood for bad/good at
health)
(
(
ability) (= effect on
=
behaviour towards/treatment of the object)
badlgood to
=
based on
pleased aUabout
famous for fed up with
popular with
excited' about faithful to
fond of
(= pleased for sb) grateful for sth)
fraught with glad of
aware of
opposed to
working
=
(+ something general, e.g. your recovery/the inflation figures) pleased with (+ something personal, e.g. my exam results/my new jacket)
glad for
purpose) person)
obedient to obvious to
i n/involved in) ( = promised to marry)
ashamed' of available for (+
(
nervous of
English)
engaged to
astonished at!by available to (+
(
=
good atlfor/to grateful for (+
(
prone to proud' of ready ' for related to
bad)
reminiscent of
the cause of
responsible for
->
this feeling) grateful to (+ the person who caused this feel ing)
shocked at
guilty of
short of
harmful to
similar to
hopeful of
sorry ' about (+
impervious to impressed withlby
riddled with scared of
this feel ing) the person you feel sympathy towards) T
inclined towards
capable of
incumbent upon
subject to
characteris tic of
inherent in
successful in
intent
sufficient for
concerned about
about) concerned with
in)
(
017
( = worried
interested' in
suitable for
jealous of
superior to
i nvolved
keen ' on
sure of
kind to
terrified of
=
the cause of
sorry for (+
bored with
close to
conducive to
lacking in
tired of
confident of
late for
typical of
content ' wit/)
the person/company who produced it) made for (+ its purpose) made from (+ original material which has been transformed)
upset about/by/over (+
contrary to convenient for conversant wit/) crazy ' about crowded with curious ' about deficient in
1 68
017
made by (+
the cause of this feeling) upset with (+ the person who caused this feel ing) worried about worthy of wrong with
Pra ct i ce 1
1 5. 1
2
1 5.2
The key to
tilese
to tile Word lists
exercises is on page
(flo- 1 5.51
36 1 . You
will need to refer
to complete tilese exercises.
::
(A-J) . M atc h the sentence beginnings ( 1 - 1 0) with the endings of large a n i mals. A was questions I f o t o l a d a h I gh lthou 1 A at the fact that I ' d finally found a job. B afrai d . . of whether you want to do it or not, C � The passengers' relatives were anxious . . . it's an order. 3 It's not a matter . D . . . that I would make tllem do the test 4 We have to face the possibility . agai n . 5 My parents expressed surprise . to ask them. E 6 We tend t o b e scared . . . in a pproving your a p pl ication for F felt suddenly I boat the onto stepped I 7 As planning permission. anxious . of thi ngs we know little about. G S The pupils were scared . for news of tlleir loved ones. H 9 The committee sees no problem . about the lack of life jackets. I IQ Ever since that experience at the zoo she's of them not getting here in time. J been afraid . I
C-omplete the sentences with appropriate verbs and prepositions from the boxes. Use each verb only once. Some of the prepositions will be needed more than once. Note that you will need two prepositions i n numbers 1 0- 1 5 . verbs
prepositions .
1 � 3 4 5
6
7 B .9
10
12
11
accuse
disagree. '· atlolJt. ·
explain
agr:ee for.··
.con ince cur:e. blame prevenr. ·.. . qu a �rel . • re ly wi t h over on of
apologis� ,present
. from
to
depencj
stop
supply
. . . my i n nocence. . . . my parents Somehow I managed to . spare parts. . . . . you . . . The subcontractors should be able to . . . . . entering the country. . . . . the refugees . The i m m igration authorities couldn't . . . Do you honestly think this faith healer will manage to . . . . . . . . . . . . h i m . . . . . . . . . . . . his stutter? . .. this year's award for bravery. . .. Harold . . . The Chief Constable is going to . . . . .. the previous govern ment. .. today's unemployment problem . I n my opinion we can . . . . . . . that procedure . . . . . . . . . . . me aga i n . I'm rather confused; you ' d better . . doing what y o u felt was right. . . . you ... Don't take it o u t o n m e ; I 've never tried to . . steal ing, although I certai nly don't trust h i m . . him . . . I WOUld n ' t dare . . . . . . the i ncrease i n federal taxes. . . . . . t h e President . . . . Congress is bound t o . . . my com ments; they were completely justified. . . . them . . I absolutely refuse to . .
his mother . . . every tiling. 'Since the accident he's had to . . . . . . . . . . us . . . . . . . .. the need for wage controls next 13 I'm happy to report that the unions year. . the emergency generator 14 In the event of a power cut you will have to electricity. .. this any longer . . . . . you I � Look, just give me the car keys; I don't want to .
1 69
3
1 5. 2
.
,.
H e was accused by fraud of the newspapers. . . . . . . . . . . . .H/?(.WN .�Mrf jr.f!.Wk.by.�. M.I1!'>fl'f:f!:f, . . . . . . . . . . . . . . . . . . . 1 The fi ring squad a i med at the condemned m a n their rifles.
o
2 Our accountant provi d ed us with the end of year accounts.
8
4 M y uncle blames on his hearing problems old age.
9
6 Do you agree about her with the corporate sponsors h i p deal? 7 The crippled patient was cured o f the doctor's radical new treatment of arthritis.
8 Why won 't you even discuss her with it? 9 The plane was saved from disaster by the q u i c k thinking of the crew members.
10 '
1 0 Gerald was accused of the court by lying u nder oath.
4
1 5 .3
,.
Complete the newspaper headlines with appropriate prepositions.
4
SOAP STAR GIVES NO REASO N ........... . DIVORCE .
CE H• SOLUTl . :·i;;:L.:.; TRAFFI . J. ' Nt NlGHTMARE .' 5
2
Scientists predict success .......... .. battle against cancer 3
1 70
Fear ........... sunburn keeps children indoors .
MINI TRY.AN 0
6
.
POSSIBII.JTY ;;.. :�::.'.� . . MANNED JOU RNEY •.. TO SATURN SAY'NASA .
;,
'
11
.
; 11'D"JI S'I'1\1l 1))�Nl nS Al"I'ACK ........... .
P HO,.,OGI\AI' HER .
.
13
i
..
LITTLE HO PE . . . . . . SURVIVORS IN AvALA,.e HE �HORROR , . ...
Trave l comp anies fail to provid e insur an.ce .......... .. airport delays
16
NEW WAy ......... . . . FILING TAX RETURNS
PROVQKES.A,NGER IN CITY 17
Mini sters question effect ......... ... violence ' .. in Hollywoo d fihll S S EUUE1) . : . . ; . . . . . . . " l'l'l'i\NIC' nOHn S A'I' BOX ()1111J(�1�
1 2·
15
P4\f.ACE ISSUES APOLOGy .......... . . MI S LEADING STATEMENT
3 The brill iant architect presented us to her i m agi native proposals.
5 The Prime M i n i ster disagreed with the cabinet over the new welfare scheme.
14
Renewed p .rJ?$P�st · . .. . . .. ..:' ... .: . .·. . peace af. UN talks
Some of these sentences contain grammatical mistakes. Tick (V) the correct sentences, then find a n d correct the mistakes.
•. . ;
CONGRE 'S1 iJAN QUESTIONED OVER .. . . . . . . . . RELATION. HIP . . BIG BU. INE$S
18
Government deny ·
b(!1ief. . . . . . . . . . ;. q ruck .
.��
�.
fiX solutions
..
TASK . . . . , ... , ..
CLEA N,ING UP BEACHES GIV EN TO " ' VOLUNTEER S ' .
19
··
GIVES JOB ..... ; .... ;. DRU GS TSAR TO EX . POLICE CHIEF PM
.
i'.
,
.:�
.
WHAT'S THE MATTER ·· . . . . •. . .···.·. . . OU R TEAMS? ASK SO CC E� SU PR EM OS
'(
l
f
20
13ANK.ANNOUNCES .. SHOCK INCREASE ... : ..... ,.:. INFtA'IION FIGURES . .. . . .
'
1 71
'J ' --,
>, < "
For each of the sentences below, write a new sentence as similar as possible in meaning to the original sentence, but using the words given, The words must not be altered in any way,
o
She finds spiders very fl'ightening. . . . . JM..4. WY. .K4r.� Pf��IT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . scared .
.
.
Isaac was getting more and more frustrated by his lack of progress. fed up 2 They say the terrorists carried out the atrocities. .. . ............ responsible 3 My students find our film and photography course intel·esting. interested 4 The public rarely feels sympathy towards politicians caught behaving badly.
sorry 5 We found the quality of her singing voice quite astonishi ng. astonished 6 I don't think he likes spicy food very much. fond 7 Excessive consumption of fried food can have a bad effect on tile arteries. . . . . . . ........................................ harmful 8 I ' m afraid I haven't got much change at the moment. short 9 Our neighbour treats her cats remarkably wel l . good . . . . . . . . . . . . . ..................... . . . . . . .. . 1 0 He owes his fame to his performance in Othello at the National Theatre. fu�� ................ ... .. .. .. .. .... .... .... . ............. 1 1 I have every confidence in Ilis abi lities. sure 1 2 Thank you for your swift response to my enquiry. grateful . . . . . . . . . . . . . . . . . .. 1 3 My two brothers are not at all like me. different 1 4 The new legislation covers deregulation of the airline industry. concerned 1 5 I would love to know how the magician did his tricks. curious 1 6 My col league really l i kes ali these new electronic gadgets. keen 1 7 The daily swim seems to be beneficial to his health. good . .............. .......
18 The research team is working on a brand new project. engaged ............... ..........................
1 9 U nfortunately we don't really expect them to reach the final rou nd . hopeful . ........... . . ............... 20 Inspector Morse bel ieves the blind man comm itted the murder. guily . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 1 72
com plete the crossword using the missing words from these sentences. OLU ES AC RO SS I My client will be able to give . . . . . . . . . to your ' queries at this afternoon's press conferen ce. .. the 3 I was furious . teachers for allowing SUCll bullying to carry on unchecked. 4. Since the stroke Lucy has . . . . . . . . . . . on her children for all her basic needs. I I The class Ilad a stimulating discussion . . . . . . . . . . . the . refugee crisis. 1 2 ' I· feel my main job will be to . . . . . the boaI'd of the need for substantial investment. 13 We regret to announce that ' this evening's flight will be subject to a . . . . . . . . . . . of fifty mi nutes.
1 5 The committee . . . . . . . . . . . her for the high standard of her application. 1 6 We try to . . . . . . . . . . . products for the more discern i ng customer. 1 7 Our paper i s made . 1 00 per cent recycled pulp. 1 8 We felt that such a rude response was not . of a person i n his privileged pOSition.
CLUES DOWN 2 There will be no problem . . . . . . . . . . . . you with all the spare parts you requ ire. 3 I really can't worry about .. he has personal problems or not 5 The National Health Service seems unable to cope with the increasing . . . . . . . . . . . . for h igh-tech p rocedures.
. : -
6 The manager insisted .. we leave i m med iately. 7 The trust is going to . . . . him with a substantial annual income. 8 The beach was . . . . . . . . . . . with happy holidaymakers enjoying the sunshi n e . 9 I l o o k forward to . . . . the new sales manager next mOllth. 1 0 Findler and Outhwaite have agreed represent us at the pre-trial hearing. 1 4 We crowded around the telephone as we were a l l . . . . . . . . . . . f o r news of m y father's progress. 1 7 I blame the government . . . . . . . . . . . . not recognising the problem soon enough.
......• .... .._.._.. . • • • • • • • • • • • • • • • ••••• . . ...__.. . • • . . . .._.. • •••••• • •
I
_I 1
1 •••• 1 • ••••••
1 7:
We use couldn't or was/were not able to to describe a lack of ability or success: Mozart couldn 't speak French. Despite being a mechanic, Mike couldn 't fix his car when it broke down yesterday. We use could/might have + past participle to describe a past ability which wasn't used or a past opportunity which wasn't taken. The meaning is s i m i lar to 'would have been able to ' (compare the use of these forms in the third conditional 1 0.5): She could have paid by credit card but she preferred to use cash. ( = S h e had the ability to pay by credit card but she didn't use it.) I might have gone to university after leaving school but I chose to get a job instead. (= I had the opportunity to go, but I didn't take it.) We often use these forms to make a criticism: You might/could have told me about the party! (= You had the chance to te l l m e but you didn 't . ) We c a n u s e COUldn 't have + past participle + comparative adjective when we w a n t to emphasise a past action or feeling: They couldn 't have tried harder to make me feel welcome. (= They tried very hard.) I couldn 't have been more pleased when I heard about your results congratulations! (= I was very pleased . )
M od a l ve rbs ( 1 )
can , could , may , might, be able to Modal verbs can be confusing for learners because i ndividual modal forms can be use d to express a n u mber of d ifferent meanings. Th is u n it looks at the modals we use to describe ability and possibi lity, to make deductions, arrangements, suggestions and offers, and to ask for and give permission. (For the use of can and could with sense verbs � 1 . 3C; for the use of modal verbs in conditional sentences "" U n it 1 0 . )
AB I LITY 1 6. 1 A Present and future
1 6. 1 B Past
1 74
We use can to describe an ability and cannot or can't to describe a lack of ability in the present: She can speak Spanish but she can't speak Italian. If tile present abi lity is surprising or i nvolves overcoming some difficulty, we can also use is/are able to: Despite his handicap he Is able to drive a car. o We cannot usually use be able to with a passive: X +hi&-eoolf-is-able-t-e-be-used--by-c-DfF/fJlete-beginners7 v' This book can be used by complete beginners. To em phaSise the difficulty or to suggest a great effort ( i n the present, past or future) we use manage to . I n more formal English we can also use succeed in + -ing form: Do you think she 'll manage to get a visa? The army succeeded in defeating their enemy. To describe a future abil ity we use will be able to, not can (but j;o. 1 6 . 3 , 1 6 .4): X Gan-I-spe£lfi.-fltlefltly-by-t.fie-enfi-of..#Je.e ..€otlFS :?v' Will i be able to speak fluently by the end of the course? We also use be able to where can/COUld is gram matically i m possible, for example: I haven't been able to drive since I dislocated my wrist. (with the perfect aspect) We love being able to talk the local language. (with -ing forms and infinitives) Another form for not be able to is be unable to. It is more common in formal English: The lawyer was unable to persuade the jury of her client's innocence. We use can (present) and could (past) before sense verbs (... 1 .3 C ) : I think I can smell something burning in the kitchen.
We use could to describe the possession of an a b i l ity in the past: Mozart could play the piano at the age of five. o To describe the successful use of an ability on a specific occasion we do not use COUld, we use a past tense or was/were able to : X Mike'5-c-oF-t>Feke-£leWA-btJt-foFWnefely-/le-€oulfi-Fep£liF-� -i v' Mike's car broke down but fortunately he was able to repair it. B ut we can u s e could i n questions, and in sentences with l i miting adverbs such as only or hardly: 'Could you fix the computer yourself?' 'No, I could only back up the key files. ' She was so exhausted she could hardly speak.
'J
POSS I B I L ITY, DED UCTION A N D S P E C U LATI O N 1 6. 2A Present
We use can t o describe things which are generally possible (we know they sometimes happen): Drinks in restourants can be very expensive. (= Drinks are sometimes expensive. ) I n scientific a n d academic English w e use may i n t h e same way: Over-prescribing of antibiotics may lead to the rapid development of resistant strains. To talk about specific possibilities we use may, might and could (but not can). The mean ing is similar to 'perhaps' or ' maybe': )( +I1er-e-eon-be-life--err-M&'-s,. v' There may be life on Mars. ( = Perhaps there is life on Mars.) The rash could be a symptom of something more serious. ( = Maybe it is a symptom . . . ) We use the same forms when we are making a deduction based on evidence or on o u r experience: He always wears smart suits. He could be a businessmon. 'Why isn 't she here yet?' 'I don't know. Tile train may be running late. ' We can use well after may, might and could if we think the possi b i l ity is q uite strong. (If we are very certain of the possibil ity, we use must II> 1 7 . 5 . ) Don 't worry, the contract could well b e in the post. (= It is probably in t h e post.) To describe possi b i l ities which depend on certai n conditions we use could or might (lIo- 1 0.4A): She could learn much more quickly if she paid attention . ( = She would be able to learn more q u ickly if she paid attention.) We use can or could (but not moy) to tal k about specific possib ilities i n wh- q uestions or with adverbs such as only or hardly : )( Who-may-/'haf-ee-eHh-is-time-ef-fl ight2 v' Who can/could that be at this time of night? Where can/could that noise be coming from ? ft can/could hardly be the postman, he only comes in the morning . ft can/could only be Steve. He 's the only one with a key.
1 75
We use migllt for a more tentative (less d i rect) q uesti on: Might the losses be due to cUlTency fluctuations? We use can't or couldn't for things which we know are i m possible and to make negative deductions: You can't get blood out of a stone. ( I ' m sure about this, it's i m possible . ) H e couldn 't b e a doctor, he isn 't wearing a white coat. ( I ' m certai n he isn't . . . ) We also use this form to say that somet h i ng is i m possible because we are unwilling to do it: I couldn 't pick up a spide/� they terrify me. When we t h i n k that sometll i ng i s possibly not the case we use migftt not or may not: The SilOPS may not/might not be open today; it's a bank holiday. (Perhaps they are not open.) o I n spoken English we often contract might not to mightn 't. We don't usually contract may not.
1 6.2B Past
1 6. 2 C Future
We use could to tal k about general possib i l ity in the past (thi ngs which sometimes happened ) : Teachers could be very strict a t my oid school. (Sometimes they were strict.) In scientific and academic English we use might in the same way: Wealthy Victorian families might keep as many as a dozen indoor servants. We use could/might have for a specific past possibility: Sile might have done it; s/le had the opportunity and tile motive. (Perhaps she did it . . .) Jo17n could have posted the letter. ( I 'm not s u re whether he did or not.) We also use migl7t have for a past opportunity which we know was not taken (tl,' 1 6 . 1 B ) . I might have gone to drama school, but m y parents wouldn 't let m e . ( I Ilad the opportunity but I didn't go . ) W e express a negative deduction about t h e past with can 't have or couldn 't have (�, 1 7 . 5 ) : S17e can't have fixed the computer, it's still not working properly. ( I ' m sure s h e didn't fix it.) When we are less certain we use may not have or might not have: We 'd better phone them, they might not have heard the news. (Perhaps they haven't heard the news yet.) We often use can't have or couldn 't have to express surprise or disbelief: She couldn 't have done it; she's such a nice woman. I f w e are certain that something w i l l be possible or i m possible i n t h e future w e can use will/won't be able to : We 'I! be able to travel to the moon, but we won't be able to travel to Mars. For predictions which are less certai n we use may, might or COUld. Could usually describes a weaker poss i b i lity than may or might: The directors may call a stackholders ' meeting. (Perhaps they will call a meeting.) You never know, she could meet someone suitable tomorrow. ( It's possible, but u n l i kely.)
We sometimes use maylmight have + past participle to talk about a possible completed action by a time i n the future (sim i la r to the future perfect IJo- 4 . 1 D): Call me next Tuesday; I might have finished the project by then.
ARRAN G E M ENTS , S U G G ESTIO N S , OFFERS, ETC.
Arra nge ments
1 6.3B suggestions, 'Offers and requests
We use can, could or be able to to describe possible arrangements for a time in the future: Tile doctor could see you at six; Ile can't see you before then as 11e 's too busy. / '/1 be able to see you after tile lesson. If the arrangement is uncertain we use may or might: The dentist might be free to see you immediately after lunch; I 'I! have to check the diary. I'm not sure if I 'm available; I may be working that weekend.
The choice of modal verb for suggestions, offers and requests depends on the formality of the situation. May and might tend to be more formal and tentative than can and COUld: less formal
:
' ;:,. �
§'
:
Q: '0 1.\. .
::{
more formal
1&$ ' . 111., " Q: \} w c.
offers
requests
suggestions
Can I help you?
Can you close the window?
We can try that new cafe.
We could do that for you.
Could you pass me the salt?
You could lose some weight.
May I help you? Might I be of some assistance?
You might get me some milk while you 're there.
a
You might give John ring.
We use can/COUld always for an alternative or m o re tentative suggestion: We could always go t o the Italian place. When we want to make a suggestion with the mea n i ng 'there is no better choice available', we can use the p h rase might as well: Now the children have left we might as well sell the house and get something smaller.
ASKI N G FOR A N D G IV I NG/R E F U S I N G P E R M I S S I O N 1 6 .4A .' Present/ future
1 6 .4B Past
We u s e can/can't for permission granted or refused b y t h e person being asked a n d for permission subject to some external authority such as the law: 'Can I use your phone? ' 'Yes, of course you can.lNo, I'm afraid you can 't. ' (I give/refuse permission.) You can't smoke on the underground, (The law doesn't allow you to do this.) I n more formal situations we can use may and may nat i n the same way: May I interrupt? Candidates may not bring calculators into the examination room. We use could or might to ask for permi ssion i n a more tentative way (might is very formal): Excuse me, could I leave my coat here? Might I ask the court for an adjournment at this paint?
To describe general perm ission in the past we use could/COUldn't: In the 1 950s British children could leave school at the age of fourteen, But to talk about permission on a specific occasion in the past, we do not use COUld, we use was/were aI/owed to: x i-fJeuld-leeve-eeFiy-yesteF£ieyc v' I was allowed to leave early yesterday.
Pages 1 98 and 1 99 for Round up of modal verbs
1 76
1 77
P ra ct i c e
Tile key to tllese exercises is
on
4
Fillish each o f t�e following s entences i n s u c h a w a y that it is a s similar as possible i n meaning to . You must use a suitable the sente nce pnnted before It. form of can, could, may or might in each The exercise begins ence. with an example (0). se llt
page 36 1
1
{)
Choose a suitable form of can, could, be able to, manage to or succeed in to complete the sentences below. 1 2 3 4 5
6 7 8 9 10 1 I 12 13 14 15
. . . . get a refun d . The manager of the shop was a bit reluctant but in the end I . . . get o n to any o f t h e websites y o u recom mended. It was rea lly a n noying; I What's her phone n u mber? I . . . . . . . . rem ember it. Although Step h a n i e is deaf a n d mute she . . . . . . . . . . commu n i cate with the aid of a special compute r They fin ish the new motorway next month so we . . . . . . . . . . get to the coast much more quickly. Most of the big hotels were ful l , but we . . . . . . . . . . fin d a room in one of those small guesthouses near the statio n . . . . follow what you ' re saying. Would y o u speak more slowly? I ... speak to you so fra n kly about this. I really appreciate . . visit you so often. After I move to the country I ' m not goi n g to . Over the last few months the government's fuel tax levy . . . . . . . . . generating over a billion pounds in revenue. This n ew mobile phone i s fantastic. It . . . . . . be used anywhere i n the world. Tile shopping chan nel i s a real boon for Liz; she adores . . . . . . . . . buy clothes at any time of day or n ight! I . . . . . . . . . . wal k properly since I had that skiing accident. Sadly, many of the i n digenous people . . . . . . . . . . resist the diseases brought by the European settlers. The non-fiction section . . . . . . . . . . be found on the t h i rd floor of the library. .
.
1 6. 1 , 1 6.2
.
: ��t = �����th)JM:�1�l:J.:::.;�� fflgqg l
A Samantha i s going to work at a ticket agency n ex t year. B J ud y went to the theatre yesterday and told the box office clerk that she was a theatre critic. C Liz went to the theatre yesterday to buy some tickets. They d i d n ' t tell her about the special 'free ticket ' offer. D Carol works at a ticket agency. 1 She was able to get free tickets. 3 She will be able to get free tickets.
2 She can get free tickets. 4 She could have got free tickets.
... . . .
1 78
.
.
. .
. .
. .
. . .
. . .
. . .
.
. . . .
. .
. ..
.
.
.
.
.
.
. . . .
..
. . . .
.
.
.. . . . .
.
"
.
. .
. . .
.
.
. . . .
. .
.
. . ,
.
.
.
.
. . .
.
. .
.. .
.
.
. .
.
. .
.. . . . . .
. .
.
. . .
. . .
.
. .
.
.
. .
could do it could n ' t do it might have done i t can't have done it
. .
,
.
. .
. .
. .
. .
.
. . . .
.
. . .
.
.
.
.
. .
. . .
. . .
. . . . .
.
. .
Match th e two parts ( 1 -4 and A-D) to form sentences, He He He He
.
'
D O
1 2 3 4
.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.
Match the situations (A-D) with the sentences ( 1 -4).
. ............. . .... . .............
t . . � 1 I'm very angry with you you knew I was having problems with the car a n d you d i d n ' t bother t o /l el p m e ! You . . . . 1 1'wenty years ago m y neighbour offered me his apartment for $30 ,000 b u t I d i d n 't b u y it. lWenty years ago I � ,It would be possible for us to issue the tickets today if you gave us your credit card n u m ber. We . . . . . . . . . 4 TIle service in British restaurants is sometimes q uite surly. The service ..... . . . . . . . . .. . . . . . . .. 5 Might the disparity in the figures be due to a computer error? Is it ... .......... 6 Don't worry, they' l l probably b e o n the next train . They . . . . . . .. . . 7 " m certain he isn't responsible for the error; he looks too experienced . �e . . . . . . ... . . ... .. .. . . . .. .. . . . 8 �erhaps the shuttle bus isn ' t working at the moment - it is the low season . Th e shuttle bus ...... . .. 9 It's so a n n oying. You knew their phone n u m ber but you d i d n ' t give it to me! You 10 I ' m afraid it isn 't possible to grow bananas in the British c l imate. Unfortunately, you .... . . . 1 1 ' Given some luck, our team has a good c h ance of winning the championship next month. ' With any luck ... ............. . 12 Perhaps Jim took it; he was in the office a l l day yesterday. , Jim . . . . ..... . . 1 3 It's possible that the results will have arrived by tomorrow l unchtime. The results ................. . 1 4, Who do you think is making all that noise next door? Who . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110, 'Perhaps there are other intell igent l ife-forms i n t h e u n iverse. There . . .. . . . . .. .... . . . . . .. . .. .. . ... . . . . .... . . 1 6 Thanks to satellite technology, it is now possible to predict hurricanes q uite accurately. We . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 The lights are off so maybe he isn't at home. " He . . . . . . . . . . . . . . . . . . . . 18 With a little bit of luck my sister has the potential to be a h uge star. My sister . . . .. . . . . . . . .. . . . . . . . . . . . . . . .. . . . . .. 1 9 They offered Carrie a job in New York, but she d i d n 't wa n t to work there. Carrie . 20 I would never be able to live i n a house witllOUt a garden. I . . . . . .. . . . . . . . . . . .. .... . . . . . .. . . . .
A - he had plenty of opportunity. B - he wasn't even in the country. C - he seems a very capable person. D he doesn't look old enough .
. . .
.
. .
. .
.
.
.
. .
. . .. . .
.
.
. .
. . . . . .
. .
.
. . .
.
. .
.
.
. .
. .
.
. .
.
. . .
.
.
.
.
. .
. .
.
. . . . .
. .
. . . . . .
.
.
-
1 7Q
5
Complete t h e following a rticle b y writing t h e missing words. Use no more t h a n two words for each space. The exercise begins with a n example (0).
The worst experience of my life? 1 0)'
...
. . Wk. . .. remem�r It . ..
.
.
if it were yesterday.
I was staying at ?' beautlful h()te\ 01l ilie coasL M.y room \Va on the second floor. It will;
about two Q'clockoh my first night when I suddenl smell of burn�ng butT
(1) , .. �ell wher(l,it .as.
the door and opened it.. J (2) . ,.; see' mo · ..
tried to rLm down the. stairs, b t Tknew . .
smoke was 't66 d�nse, 1(4)
.
s
u
I
e
woke up. There was u very trOng
ollring from. 1 j umped out of bed, ran �
CQming .rom the smUcase. I suppose. J
) . .
wouldn't Mve made it. It wa impossible. the .
.
.
. . ..
escape: l(5) .... jumped Out of lhe window but t felt ,
sometliing to climb down; Suddenl
the bedsheets together 1
(6)
7) :
climb' out o)'lta
. 'Come on,' they
scared. It was
11'
I.()
0 lugh. r need�
the .bed: By tying
kind of [addu. I tied one end of ih
the windo
.aid, .'you (8)
w
ledge.
...
to me.
[ �venrually
9
from the ledge. Very slowly, putting orie hand below the other. 1 1 O� bedsheet rope to safety
to thl:
mall group of peopJe had gatheted
,. do il!' l was ·shaking with fear but p
look down and concentrating n the rope in my hands
he
pite my fear of
ather cnd our of the opened window. De
and were shouting enl.louragement
....
on tile ground
..
(00
1 had a/brainwave and ean over
.. . maKe
foot ·of the. bed and 1 threw the
fill the gaps in the dialogue using a suitable form of can, could, may, might, be able to, manage to or succeed in and a form of the verb i n brackets. The exercise begins with a n example (0).
,1,4.1 E �E JANE MIKE jAl)/E MIKE
got further than the first landing before cooking.
I wenf biick into my room. lamUle� \be door behind me and ran to th� window. 1 ,had to
heights I
.
.
....
refu
i'ng to
. . Iowering myself .
. climb down the
dNiE MIKE
MIKE
JANE MIKE JANE MIke
.
6
1 6. 3 . 1 6.4
Choose the correct description, A or B.
2 3 4 5 6 7 8 9 10
1 80 --
-.
ALL
1 6. 1 , 1 6.2
They allowed m e to bring my dog. A They usually allow dogs. B They don't usually allow dogs. The doctor could see you at eleven. A I'm not sure if she's free at eleven. B I ' m suggesting a time for an appointment. M ight I borrow your calculator for a moment? A Talking to yo u r best frien d . B Talking to a clerk at the ban k . Wel l , w e could always g o on t h e bus. B I really want to go on the bus. A I don 't really mind how we get there. I could wear anythi n g I liked. B On the day I took my secretarial exams. A When I worked as a secretary. We can have a look at the shops. A I'm making a suggestion. B I ' m describing a future ability. May I interrupt? A At a formal busi ness meeting. B At a family lunch. You may not bring drinks into the auditorium d u ring the performance. A It's u p to you to decide. B It's forbidden. I might see you after the sh ow. A I probably will see you . B I ' m not sure if I ' ll see you or not. We might as well go straight home. A There's nothing better to do. B I really want to go home,
JAl/ E MIKE Ji\NE MIKE JA E MIKE JANE '<11t\E
JANE
/¥fIKE �E MIKE
So how are the wedding arrangements going, Jane? �d:{uufv . . (ask) Not too bad. We're seeing the vicar tomorrow so H arry and I (0) . . .wiJt..b.I!!. M.t him about h i ring the church hall for the reception . . . (get) that place , it's an ideal ve nue. It would be great if you ( 1 ) . . . . . Yes, I know. Although it (2) . . . . . . . . (be) a b i t too small if a l l o u r friends turn Upl It holds about a h undred people, doesn't it? Well, i n fact it (3) . . . . . . . . (accommodate) up to a h u ndred and twenty-five, apparently. But there are about a h u n d red and forty on o u r guest list. It's a bit of a Catch-22 situation . . . . (not/invite) people until t h e reception is organised, b u t I because I (4) . . . . (5) . . . . . . . . . . . . . . . . . . . . (not/organise) a venue until I know how many people are coming! Some of H a rry's cousins live in the States, don't they? Yes. I ' m not sure if they're coming. It's q uite an expensive tri p so they (6) . . . (not/make) it over here. But I ' m hoping at least some of them will come. They ( 7 ) . . . . . . . . . . . . . (always/get) one of those cheap charter flights. I 've seen a lot of them advertised on the I nternet recently. .. (tell) them about that al ready. He said he'd sent them some O h , I think Harry (8) . I nternet links. What about catering? Have you made any plans yet? I 've arranged something with Ouality Caterers i n the High Street. Oh, I wish I ' d known that before! I (9) . . . . . . .. . . (speak) to Liz B rown for you when I saw her last Tuesday. She's the manager there and she goes to the same ten n i s club as m e . Yo u never know, I ( 1 0) '" (even/get) you a disco u nt ! That's a pity. Still, they've given us a pretty good dea l. B y the way, M ike, there is o n e favour I wanted to ask you . Sure. What is it? (1 1) . . . . . . . . (we/borrow) your video camera? Of course. You ( 1 2 ) .. . . . . . .. . . . (have) the tripod as well, if you like. Harry dropped h i s camera when we were in Tenerife. And since we've been back he ( 1 3) . . . . . . . . . . . ( not/fi nd) anyone around here to fix it. What about music at the reception? Are you going to get a band? .. (not/have) live m usic at the c h u rch hall, it does n 't have a licence. But No, we ( 1 4) . . (have) a disco. we ( 1 5) . . . . . . (always/ask) Jackie B ranson, she's got one o f those mobile disco things. You ( 1 6) . . I didn't know that! I ( 1 7) . . . . . . . . . . . . . . . . . (speak) to her about it yesterday - she was at my aerobics class. I thought she'd given u p d isc-jockeying ages ago. Well, I suppose she ( 1 8) . . . . . . . . . . . . . . . . . . . (give/it/up)when the kids were very young, but I ' m pretty sure she's back dOing it now. I expect she'll be at the aerobics class next week; so I ( 1 9) . . . . . . . . . . (ask) her about it then. O h , that reminds me. Harry wondered why you weren't at football practice on Wednesday. It's that awful car of m i n e - it just wo uldn't start on Wednesday. Lucki ly, J i m down the road (20) . . . . . . . . . . . . . . . . . . . (fix) it, although it took h i m two h o u rs ! .
.
.
..
..
.
..
.
. . .
..
.
.
.
.
.
... .. . .
.
.
..
.
.
.
.
. . .
1:
4} H owever,
M o d a l ve r b s ( 2 )
must, should, ought to) have to , need to English has a n u m ber of different ways of expressing the concepts of o bligation and necessity, p rohibition , recommendation and logical deduction. This unit looks at the different modal verbs, as well a s some com m on non-modal verbs and phrases, which we use to express these concepts. (For other modal verbs \II> Units 1 6 and 1 8) ,
O B L I GATI O N A N D N E C E S S ITY 1 7. 1 A Forms
1 7. 1 B Obligation
82
present past future
must
must had to must
have (got) to
has/haVe (got) to had (got). to will have to
,
n�edto
mied/n.e.eds to . / n;eded to .' will need to
. should/ought to '. shouldlolight to ' ,shoiJ dlought to have (done) . should/ought to
17.1C Necessity
i
Must, should and ought to are modal verbs ( u n l ike need to and have to) . They do not change form in the present tense, nor do they have a past tense or a future form with will, nor infinitive or participle forms. As an alternative to must or when we can't use must (e.g, to refer to the past), we usually use have to: Past: The staff and students at the university had to evacuate the campus. Future: The Council must/will have to find ways of cutting costs next year. I nfinitive: It 's difficult to have to stand by and watch your child in pain. PartiCiple: Having to listen to hip-hop music a/l evening is my idea of torture! We can express a past meaning of should and ought to by using a modal perfect: They really should/ought to have consulted their shareholders first. Need can be used as a modal verb (without to), usually in negatives and questions: Need you shout so? I 'm right next to you! We needn 't bother making the bed. The maid will do it. As an alternative to need, we can use need to or have to: Do you need to/have to Sl10Ut so? We don 't need to/have to bother making the bed. We can use must, lJOve to and need to with a passive phrase: Democracy must/has to be seen to work. Pulses need to be cooked thoroughly to eradicate the toxins in them.
We usually express obl igation in English with must or have to: You must arrive in good time for the meeting tomorrow. The MD will be there. Everyone has to register their name and address in order to be able to vote. The difference in meaning between have to and must can be fine and often depends on whether or not the speaker sees the o b ligation as one they are imposing. We use have to to express an obl igation we see as outside our control, e.g. rules i m posed by an authority: Students have to wear school uniforms in tile sixth form. We often use must to express an obligation i m posed by the speaker: I must get up earlier - I waste so much time in the mornings. Must is commonly used for the following situations: To give a strong personal opinion: I believe people must vote at elections. To i mpose an o bligation on o n eself: I really must lose some weight. To give instructions: The electricity must always be switched off before repairs are attempted. ( I n giving instructions, must is often used with a passive verb.)
,.;' ,
1 7. 1 D Other ways of expressing obligation
must expresses a strong obligation and we do not often use it i n face-to face conversation as it can seem i m polite and often inappropriate. We often use should and ought to as an alternative to must as they express a s u bjective (often moral) obl igation felt by the speaker, but the obligation is weaker than with must: You should treat your neighbours with more respect. It is possible to use need to to express external obligation, particularly in the future: We 'll need to get our visas sorted out or we won 't be able to stop over in the States. We use have got to for external obligation l i ke have to, but it is more informal than have to and more common i n speech than i n writing (have got to is rare i n U S English) : What time have we got to be a t the airport tomorrow? [Claim forms have got to be date-stamped before payment will be made.] v' Claim forms have to be date-stamped before payment will be made. We use should/ought to + have + past participle for an unfulfilled obligation in the past: You really should have/ought to have registered before term started. The record was finally released eighteen months later than it should have been.
We can use need to, must and have to to express necessity (i.e. a requirement that results from things other than just com mands, rules or laws): AI/ living beings need to/must/have to take in sustenance il1 order to live. I really need to/must/have to get some more sleep. I'm always exhausted. 4} It is possible, though q uite rare today, to use need without to in q u estions: Need he really play his music so loudly ? If we want to express a necessity without suggesting who should deal with it, we can use need + -ing form: That poor bird - his cage really needs cleaning. This use has a passive meaning and is simi lar to the passive infinitive (� 8 . 2 B ) : That poor bird - his cage really needs to b e cleaned. We can use be to for an order from a person in authority (.. 5 . 1 AJ: The members of the jury are to report to the judge's chambers. We use be obliged to (US: obligated to) or required to in formal contexts: We 're obliged to contribute twenty-five per cent of the costs of the repairs . Motorists are required by law ta wear seat belts in the European Union. We use be supposed to for a lesser obligation and one that is frequently ignored: We 're supposed to leave our textbooks at school, but we often take them IJOme. We use be liable to for obl igation (often in a legal context): Anyone causing damage will be liable to pay for al/ necessary repairs.
P ROH I B ITION A N D C R I TI C I S M �:., ,
1 7 .2A Forms
present
must not mustn 't (have)
past future 1 7 .2B Meaning and use
mustn 't
cannot
other forms
should not/ought not to
can't
may not is/are not allowed to
shouldn 't oughtn 't to
COUldn 't
'was/were not allowed to
shouldn 't have (done) oughtn't to have (done)
cannot
may not will not be allowed to
shouldn 't oughtn 't to
We lise must not (usu a l ly mustn 't) to express a prohibition (an obligation not to do something) i m posed by the speaker or writer: YOLI mustn 't touch that kettle. It's hot! To express a weaker, often moral prohibition, we use shouldn 't or oughtn't to: You really shouldn't/oughtn't to speak to your mother like that! We tend to use shouldn't more often than oughtn't to.
1 83
To express prohibition by an external authority we often use other modal verbs or n On modal expressions. Mustn 't may appear too strong in these situations: Guests may not use the pool after 1 1 p.m. (formal 1\1> 1 6.4A) Women can 't/aren 't aI/owed to drive in some Arab countries. (110- 1 6. 4A, B) o It is possible, though not common, to use must not have + past participle for a present prohibition which relates to the past: Entrants must be aged 1 6 to 25 and must not have done any professional modelling. (The modelling is i n the past, but the prohibition is i n the present.) We use COUldn 't or wasn 't/weren 't allowed to for prohibition i n the past: We couldn 't go into the disco because we were too young. Journalists were shown the disused buildings but they weren't aI/owed to enter them. We use shouldn 'tlought not to have + past participle to criticise a past action: You shouldn 't have driven through that red light. You could have caused an accident. We usually use won 't be aI/owed to o r can 't to express prohibition i n the future: Let's eat before we go. We won 't be allowed to/can 't take food into the auditorium.
Recommendation o r advice with should o r ought to is less e mphatic: Even people as young as twenty-five should consider a personal pension. Children ougllt not to spend long periods in front of a computer screen. We often use should and ought to with the passive: The underlying shift in public opinion ought not to be exaggerated. Had better (not) expresses the best thing to do in a particular situation. It often has a sense of urgency and can be a war n i ng or a threat: If tile burglars took your keys, you 'd better change the locks in case they come back. Your dog had better not dig up my rose bush again!
LOG I CAL DED UCTION AND P ROBAB I LITY
1 7. 5A Forms
ABS E N C E OF O B L I GATION O R NECESSITY
1 7 .3A Forms
1 7. 3 B Meaning and use
present past future
not have to
do/does not have to
need not
need not, do/does not need to
did not 110ve to
did not need to, need not have (done)
will not have to
will not need to, need not
We usually use don't have to/don't need to to express a lack of external Qbligatio n :
V You don 't have/need to pay to visit most museums in Britain. (Entrance is free . ) W e u s e don't need to/needn 't for absence o f necessity felt by the speaker. Needn 't tends to express the speaker 's personal opinion more: We /Ieedn 'tldon 't need to put the heating on yet; it's not cold enough. We use didn 't have toldidn 't need to for absence of obligation in the past: You didn 't have to/didn 't need to finish the washing-up. I could have done it. o Need has two past forms: didn 't need to and needn't have done. We use didn 't need to when we don't know if the action happened or not: We didn 't need to take warm sweaters, as the weather was so good. (We don't know if the speaker took warm sweaters or not.) We use needn't have + past participle when the action happened but was u nnecessary: We needn't have taken warm sweaters. We could have used the space in our luggage for more books! (We know that the speaker tQok warm sweaters.) We use won't have to, won't need to o r needn't for absence of obligation i n the future: With one of the new generation of food processors, cooks won 't have to/won 't need to/needn 't peel or chop any more. )( Yeu-FfIustn.!t-palj-te-,v!s#-flWst-mtiseuFfI5-+A-BFiteirr.
RECOM M E N DATI O N AN D ADVI C E
1 7.4A Forms
1 7.4B
J 'j
Meaning and use
. ,
1 84
present future
must
should
should (not)
ought (not) to
ought to
had better
must (not)
should (not)
ought (not) to
had better (not)
must (not)
had better (not)
We use must for strong recommendations and advice: You really must read Sebastian Faulks 's latest book. It's stunning! You must do something about that cough. Please go and see the doctor. Note that with this use must is usually heavily stressed i n speech.
..,3 ,J
. ..
1 7.5B Meaning and use
present
must
have (got) to
should
should (not)
had (got) to
should (not) have
past
must have + past
have (got) to
future
must
have (got) to
must
participle
participle
+
past
should (not)
I n this sense, we can also use must, have to and should with tile contin uous: That disco is so loud. You must be damaging your ears when you go there. You have got to be joking! That was not a foul! The accused should not have been driving at 80 in a built-up area.
We use must for something that we believe to be true because of evidence (i.e. we are making a logical deduction): This must be the place - it's the only restaurant in the street. I thought the eclipse was today, but it must be happening tomorrow. The opposite of must in this sense is can't, not mustn 't (II>- 1 6. 2A) : This can't be the place there's no one inside and there are no lights on. I t is possible to use have (got) to for emphatic logical deduction: There has (got) to be some mistake. I didn 't order this furniture. We use must have + past participle to express a logical deduction about the past: There was a terrific noise last night. It must have been an explosion. I couldn 't wake you this morning. You must have been sleeping really soundly. The n egative of thi s is can 't/couldn 't have + past partiCiple (..- 1 6 . 2B). Note the difference between the two past forms must have + past participle and h a d to: The Corrs ' new single has been played non-stop. You must have heard it! (deduction) I 've always loved The Corrs and when I heard they had a new single out, I had to hear it! (obligation imposed by the speaker) We use should/ought to for probability and shouldn't/ought not to for improbability. (For probability with may and might 110- 1 6. 2 . ) We believe the statement to be true because of our prior knowledge, experience or present evidence: The plane should be landing about now. There shouldn 't be problems with traffic at that time of the evening. o We rarely use should to 'predict' a negative ( u npleasant) situation. I nstead we use will:
)( J-her-e-sileuld-/Jefr-oolem5-wifi'l--t-fEfffic-eHREfHim€o-F!Je...r-e-eds sileuld-ee-awfuJ..
v There'll be problems with traffic at that time. The roads will be a wful. We use Sllould {not)/ought (not) to + have + past partiCiple to talk about the probability of an action i n the past: I don 't know where our main speaker can be. He should have arrived 110urs ago.
lit- Pages 1 98 a n d 1 99 for Round up of modal verbs
11
P ra ct i c e
The key to these exercises is
01)
page 362.
1
Complete the dialogue with the best words or phrases from the box . U se each word or phrase once only.
�a\
supposed to B ETH
USA BETH
liSA BETH
LISA BETH
LISA BETH
USA BETH
'must
will
have to;
Hell� , RecePt� on said that you wanted a word with me . . . d o.7 That S right. I m mterested in joining your gym . What ( 1 ) Take a seat. First, you (2) . . . . fill in this form It S o e � about you and your state of S h health. We want to be sure that you're fit enOUgh . OK . I have a slight problem with one knee. I twisted it a few weeks ag0 . Well, you really ( 3 ) . . .. tell the instructor about that ' th en I1e ' II make sure that your fitness program me takes account of it. Fitness programme? Yes. If you join, you (4) . . . have an ind f �ssl. On wi. th one of our fitness inst ructo rs. He'll des ign a program me suit ed to you r leve l f� e Oh, that's good. Now, it's £30 a month, isn't it? Well, yes, but that's the special rate if you take out' an annual subscri pti on, so you ' re (5) . . . JOIl1 for the whole year to get that rate . Otherw'Ise It's £40 a month . I'll s�e. Yes, I think join for the year. Is there anything else I should know7. et s see ... there are some rules, but they're pretty obvious ' Of course, everyone (6) . . . wear appropriate clothes and footwear. There are lockers OU tSl'd e th e. gym ' so you're not (7) . . . . . . " with you, but we don't a pp Iy that ru I e very strictly. You'll probably want to take take anyth 'IIlg In a towel and a bottle of water in with yo u anyway'. you (8) . ....... drink pie nty 0f water while you're exercising, to prevent dehydration. . . Yes . . . are there any restrictions, like (9) . . . book time ahead in. the evenin . ofgS7eqUipment you thlllk a piece isn't No. You can use the gym whenever it's open Obviousl 'f y, I working properly and ( 1 0) . . . . ... m en d'IIlg, te'11 an .Instructor. ' Also, for your own good , y0 u ( 1 1 ) . . . . .... tell us If you feel unsure about how to use a pa rtICU I ar machille . .. provi'de a photo for the membership card, but Of c0 urse. N ow, the receptionist said I ( 1 2) I ' m afraid I don't have one on me. That's OK. Bring it next time you come. Untl'1 then you can use your receipt as proof of membership.
:� ; ; : �;� .
. .
.
.
.
.
. .
�� �� �
.
.
�
.
. .
. .
.
USA BETH
. .
.
USA
BETH
. .
.
.
.
.
. Read the letter on the next page and decide which word o r phrase be low fits each space. In each . case, only one answer is possible. Circle the Ietters you choose. The first one is given as a n example (0).
o A
1 86
must not 1 A need not have 2 A m ustn't have 3 A could not 4 A are to 5 A must not 6 A are required to
B B B B B B B
cannot m ust not have shouldn't have did not need to are obliged to are liable to do not have to
© need not C had to C needn't have C needed to C aren't allowed to C m ust C need to
1 a 9 10 11 12
A: need not
B B B B B B
A
need to are not supposed to A had to A should n't be allowed A need not have been
A
C C C C C C
do not need to do not have to are not obliged to will have to oughtn't be allowed must not have been
. . 'FIilverstone Fox, Watch
Dear New :M:ember,
;
have to must not need not are to needn't allowing did not have to be
!,' ' ,��;'�.,> ,i "" '� �� ::.� ' the HFW Cat10n fo� f6V m:�rnbers'hip of Ma.Dy th&nks fOr your �ppli lci like wou I. yqu, it{rod'\lCe the citlb (Hilvevstone.-WCIlIi Watoh). BefOl'$ l ship mber e m. sour l.mtil ion 'yoUr subsc;ript to po1n,t out . that y� (0)<•. .. p&� jqined �ho y�u. �f e tho� so . d, ariel" ap rove 8.l>piicatiOn' ha.B .our ect. cll �ques OIl; .th� spot, ;' (1 » , . . , !'PI'ovtd ' da.;v Satur , IMt fete at ille ':'here � hE:l t g ;� r�t �, ;'i: rept'eSenta.tlv,e (2) ' ', ' ' ' , a.ny, mconyeruence; :'; , ',:' . necsssal'Y, with apologlBs for ' reasons : bo lObby for 'the set up tliree y'l:,a.rs ago' f6; two HFW thiS ' as l �r members felt we (3) :.: ':cro rOUld abOll:t1on of f0X-huntmg- - ' e e some d i o"; O t al,s t b:l t.h1S ���a � l:lu the ElV6l'Stone. Runt lB. so old Useh hO Il, ;,o is) SUb,S " . : , hO, (�h ', " ," " ' . ' , ". w s here " \ . , ,, ( ' . ', , " ', " , ' ' , ' , ,- ' ' ' , protection for the Ul'ban faxe se : do not .feel ,plea U� b ; y i@tl orti:l eJ;'�J scra-ps .in some oases. OUr m�s bers , hOwever, (6) , , attend El8!Ch one , All our mem � a . , (6) you that. t watches We (7) . . lns.Ist and �t least two all-rugh six meetings on the. shoulders Of a few f 0 f k wor e J:: � upon tb1B to pre'lent, all of tll
;
Deen: �r;bcessed .
;
: ''8.00�Pte
.
ttx po�e-.ful
was
: a, yea.F
people,
\o
b
:
:
"
.
.PI'
"
:
.
.
.
"
,/
: ', , :
a1llng ; h,:'; " '::; , .
, ; '
rested in foxe.s attempt of advioe:,.,a lot o( people inte you (8) . ,do food down,ro:r-:,thetrJ:(, Please -' to domesljO&te them by putt-tog aWs (and .by-l l loc� r, (9) t , . enooura.ge verIIlin unde this . 1!'0l' one tihtng , these uCe � tr. 1'eln to t'r,Y . :: " . we (1'0) claSsed aB'Vel'mln) ' but &180, fO)f:8S estic ' dom ally natur not a.re; tat. as theY foxes tEl tbell> naturaJ, habi g OUbs ca:d. be that rema.le -foxes wltb youn aree.'tUl'es, Please remember also 1 ) . . . .to go nea.r them. .at th.u; , gr ssive; oh1Jd,t!en in pa.t'tioul.a.r (1 age
wordS
...
we
are
quite
·f
. ;potentJ.aIly dangerous tlme
.
(12) . InvoLved .in the . m you t;b8.t members bf HFW li'1naJ.Iy, may I remd ;HUverStone Hunt for at least one yeir of .apr. your 1nterest. l enoloae: a 'tlme Th8.nk -you onpe aga;1n for d to' a.t' forw look , and .next three montbs, maetIngB and events for );be m11)g -you to one of them;
prior'to Join1fig:
.
.
t8.bie
wel,op
YCJU,IlS fa1tllb:ill3'.
·JonatllMl E;�er
.
, 1 87
1 7. 1 - 1 7.4
�
Com plete texts A-C with an app ropriate verb o r xpr ess. lon. Use the Information help you . The first one is in the box to given as an exa mpl e (O) cours e
.
REQ UIR EMENTS OF COU RSE
important
advisable
A
unnecessary
keyboarding skill s access to a computer prior pub lishi ng experience B previous experience keyboarding skills own com pute r C three GCSEs good level of English prior pub lishi ng experience/computer sk' I IIS A DES K-TOP PUB LISH ING Tell-we ek inte nsiv e cour se for peo ple . small-scale interested in ,r° u lng this course (0) . .1J1#.5.f. . have good keybo publi ons. Applicants for arding Ski s u � are not ( 1 ) ..... ... tocati exp erie nce . If Pos sible , app lican ts (2) .. ..... . h ave acc ess to a com pu er ' hav e prio r pub lish in" .� th ere are a limit ed num ber of mac hine s ava I' la ble at the coll ege. t and Mic rosoft Pub lishe r' but' B DES K-TOP PUB LISH ING Lear n how to self-pub lish from the prof eSSi . . ona ls 'I We offer Desk-top Pub lish sche dule s and budgets , from five. t ensl .ve Cour we e k In . ing Courses to suit all ses to yea (3) . . . . . . . . have your own com . e cou rses) butr-I ong eve ning cou rses . You pute r (on 0 ur fu II -tim . . you (4 ) . . . ..... have som e previous exp erie nce In pub lishi ng. You (5) ...... .. be a bl e to use a key boa rd. Call us on 0 1 202 867 349 c DESK-TO P PUB LISH ING One-year Cou rse. App lican ts ( 6 ) . .... . ' ce .In pub . . . have prev ious exp:nen Involves wor k exp erie nce with a loca lish ing, as of the Cou rse l prin ting co .:; pan y. qually, you are not (7) . .part com pute r skills as all bas ic trai ning is ..... . to have gOod prov ided min imu m of thre e GCS Es is app lican ts (9) ...... .. have a good leve (8) . and l of Eng lish.
��
.
'
Write fou r statements mak . ing ded ucti ons abo ut eac h pict ure . Use the wor und ern eat h the pict ure ' ds and phr ase s . s. The first one IS give n as an exa mpl e (0).
o (dau ghte r) They m ust . b.I?.If«i4.0j.ftr. t:I!:Pjr, -!n,,4 ''''' t:t ,) '' ; 1. ...er: . . . . .� .. 1 (on/tram ) She can 't ......... ... . . . . .... . . . . . 2 (miss/it) She m ust . 3 (chil d/m othe r) She ;�.� �� .... .. ... . . . . . ... .. ........ . 4 (phon e/parents) She can 't .
a It look s must
certain that the orchestra's instruments are arriving on a later plane. . . . .T&'/!rw.�f;;m/f mf.f;;r.�.m<1f.t:.h.Mr.WifIg . Nktk.l4.lf.pWfk.. . . . .. . . . . .... I I stron gly recommend you to try this sundried tomato bread. . . .. . . . . . . .... . . . . . . . must 2 'There is no obligation to get an international driving licence for this country. . . . . . . . .. . .. . . . . . . . . . . . . .. . . . have 3 It was stupid of the government to try to break the strike. .
.
.
.
.
.
.
. . . .
.
...
..
.
..
. .
.
.
. . . .
. .
.
.
.
should 4 I warn you not to chat up my girlfriend again l had 5 ...We didn't book the table but it didn't matter as need
there was hardly anyone in the restaurant anyway. ..... ........ 6 " My hair's much too long. I'll have to get it cut soon. 7
B
. cutting
It is essential that you disconnect the gas supply before removing the boi ler.
. be disconnected
The management will not permit latecomers to enter the theatre until there is a suitable break. . . . . . . . . .. . . . . . . . . . .. . allowed 9 Why do we have to state ethnic origin on official forms these days? . . . . . . . . . . . . . . . . .. . . . ... . ... . . . . . . . . . . required 1 0.c5rhere can be no doubt that the solicitor has received the information by now. . . . .
..
m�
. . . . .
. . .
.
.
. .
. .
.
.
...
.
.
.
. .
.
. . ...... . . ............
It probably won't be difficult to get tickets for the first night. . . .. . . . . . . ...................... shOUld 1 2 . It is essential that patients have not eaten or drunk anything for three hours before the operation. 1 1. . .
. .
.
must
Un derline six more mistakes to do with modal verbs or expressions from this unit, then correct them.
.
. "
For each of the sentences below, write a new sentence as similar in meaning as possible to the entence, but using the word(s) given. The word(s) must not be altered i n any way. orlgl nal s
.
Mti:lUtes of ir&lIrie�d NeighbcrurOa:re ,meettng
.
.
<' '
1 Sergeant Dlbd.en reminded us that we don't b&ve to f.e.akl� a. . :If, one . , 2 ' enters our -bame 8$ thls can be very da.ngero\l8, He alSo rElmlnde.d us ,.tli8.t we' 3 are ·SUPposed. by law to Inform the pollee and Our' lnsuranee companies. of a.li . . ' 4 keyholdlws �r 8, bran-in. 5 .Mrs Sanders fI'Om Twyfield Close reported that She bad been:jJurgls.d two . 6 a.fte befOre. 'l't\e'bUl'g]Ar shQ)lld Jul,ve got,in tJUooUSl18,tL (}� downstairs . 7 wmdo\V, �th.ough at �t ti1me of � there must be plentq Of; �p!e . 8 around who wltnessed. the bte&k-In. You'd belitell repOrt 1t to tl1e ,Polj.oe tf you 9 8M� anything as We '!llvic dUj;y. ·· · t . 10 Mtt Ha.l!r1Ben from D\lkes Avenue was QOD,oeriled that be badti't taken'up an 11 lIlvitat!:pn from a s�ty company to :assess h1s houBe for sec�rity risks, but he : 12 w as l'elleved to 111sov o er from Sergean't D1bden that he . noodn!t have lnvlted . · . 13 them anyWay, .as tI,lB po� do' 8eourtty checks . . 14 FInally, remember, 1! you need speak to a palkle offioer. you can call 'Sergeant . . 15 ';Dlbden at lloJmet19ld polloe sta,tton at any ti1me.
�UX'.iii�T
.
mOOllS
�
88
5 6
(rai n) It m ust (slip /ba nan a ski�j·T;;�..�;�� ·�����
7 8
(not/wife) She can 't (am bula nce ) Som eon� · �;��� · .......... : .. :: .... ...
our
. .. .... .
.
. .
.
can
1 89
C HARACTER I STICS, HAB ITS AN D ROUTI N ES
M od a l ve rbs ( 3 )
so routine that they are We often use wi/l/won't to talk about actions that have become predictable: . . tilen ile 'II sta rt gIV1I1g Every lesson is the same: he'll sit down, get his .bookS out and . us. us instructions. He won't greet us or show any Interest III . st cs: We can extend this use of wi/l to talk about habits and characten l The public will always side witil tile nurses in any dispute. of otiler males. The dominant male of tile group will not tolerate tile presence habits: and tICs aracteris ch describe to simple present We can also use the The public always sides with tile nurses in any dispute. of otile: males. Tile dominant male of the group does not tolerate the presence capacity or ability: We often use will when talking about the characte ristics of Tile Olympic stadium in Sydney will hold I 1 0, 000 people. Tilis model will do a to 1 00 kilometres per hour In eight seconds. . last two uses with no It is also possible to use can and the present simple for these change i n meaning: The Olympic stadium in Sydney can hold/holds I 1 0, 000 people. seconds. This model can do/does a to 1 00 kilometres per iloLlr In elgilt habit or to make a We use will (not the present s i m ple) to describe an annoYing
will , would , shall
Learners of English often think of will as a way of expressing the future (� Unit 4) an d of would as a word which is used mainly in conditional sentences (� U n it 1 0), but we use both of these modal verbs to express a n um ber of other mean i ngs. This unit also looks at SI7011 which, although it is tile least-used modal in English, we can use to express a variety of meani ngs.
P R E D ICTION A N D C ERTA I NTY
1 8. 1 A Predictions about the future
1 8. 1 B Past predictions about the future
1 8. 1 C Certainty about the present
1 8. 1 D
90
We use will/won't to make predictions about the future (� 4 . 1 A): He 's been found guilty of murder. He 'll be in prison for a long time. You must work hard for this exam. It won 't be easy. Sometimes we wish to express a prediction about the future that someone made in the past. For this we often use would/wouldn 't (would is the past form of wi/l) : We had to hurry to get him to the hospital. We knew it would be too late otherwise. This use of would is related to t h e use of would in reported speech (J>- 9 . 2 E): I'm sure the Lions will win the rugby series this year. -> She was sure the Lions would win tile rugby series.
criticism: We enjoy going out witil Frank and Carol, but they will argue 4) We do not contract will when we use it to describe an annoying habit - we stress it: l ---efl when--le:s eve-#le-li X GeefF!-ll-le§f/'lf.s
We make confident 'predictions' about the present based on our knowledge or previous experience (or on cu rrent expectations) with wi/l/won't: 'Rachel's in Turkey at the moment. ' 'I ilope she 's taken some winter clothes because it won 't be warm at this time of year. ' Compare this use of will and the present simple. We use the present simple to state a fact without expressing an opinion as to the certainty or otherwise of the event: Janet isn 't here at the moment. Sl7e 's in France. (Fact - the speaker knows it's true.) To say that we believe something is certai n , we use will/won't: It's five o 'clock. Janet'll be in Paris now. (Certainty - the speaker believes it's true.) To express a certainty about something ongoing (i.e. where we would use the present continuous for a fact) , we use will/won 't + be + -ing form: Jason is sympathetic because he knows his successor will be having a hard time at the moment.
last out of the office! We often use will/won't to criticise i na n i mate objects in this way: . . Whatever I do, my car won't start first time on cold mornings. To state a simple fact with no (or little) annoyance, we use the present simple: My car doesn 't start/never starts first time on cold mornings.
To refer to something which we feel certain has happened (but do not actually know), Certainty we use will l7ave + past participle: about the We sent the invitations on Monday, so they will have received tilem by now. Why past hasn't anyone replied? This is similar to must have + past participle (� 1 7 . 5 B) : We sent the invitations on Monday, so tl7ey must ilave received them by now. We use won't have + past participle to refer to something which we feel certain has not happened: We sent the invitations by second-class post. Tiley won 't have received them yet. 4) We do not use mustn 't have + past participle in this way (� 1 7 . 5 B, � 1 6.2B), but we can use can't have: X We-seflt:-tile·-irwitefiefls-l7y--s-ec-ene-eless-pest--"R1€1j-lnIJsffi'f-have-r-e€eived-fl7em-yet7 v' We sent the invitations by second-class post. They can 't ilave received them yet.
. III
'I ___•• ' C. bf". _ PU
- e-effiee-.le5t--e1Jt--ef-�
v' Geoff J!ill1 leave the Iigl7ts on when he's
1 8. 2 B Past
My car won't start first time on cold mornings.
(� 2 . 5 8) : We use would/wouldn 't to talk about habits i n the past books out, then he'd start his get and down sit ile'd same: Every lesson was the any lnterest III us. giving us instructions. He wouldn 't greet us or show . an noYing habits I the past. We can use would/wouldn't to criticise or talk about life. my run to how me I miss Dad, even tilough he would always te/l we stress .It.. . 4) We do not usually contract would to 'd when we use It In thiS way; came 111 . stranger a r wheneve me to on When Alan was a toddler he WQ1J1s1 cling : adverb an is followe d by However we do not always stress would when it , for me to do at five 0 clock. My b;SS was awful: he 'd invariabl!/ find something .2A): 8 1 objects (� We can use would/wouldn 't to talk about i nanimate we were 111 Sweden . The car would never start on winter mornings when
�
191
, �
W I L L I N G N ES S AND R E F U SAL
1 8.3A
f
Present/future w i l l i ngness and refusal
1 8.4C
We use will to express w i l l i ngness to do something : The doctor will act as a witness to your signature. She doesn't mind doing that S Ort of
Requ ests
thing.
We can use i t to express be willing to. I n this sense, we can use will/won 't i n the if clause of a first conditiona l (Ir-- 1 0. 3A): If you 'll
take a seat for a moment, Mr Franks will be with you soon. (If you are Wil l i ng'. to take a seat for a moment, . . . ) We use won 't/shan't to express unwilli ngness or refusal to do something : The PA won't book my f1igf7ts. She says it isn't in herjob description.
1 8. 3 B Past willingness a nd refusal
'Co and buy some milk, will you, love? ' 'No, I shan 't. I 'm busy. '
We use would/wouldn 't to show w i l l i ngness or refusal in the past. We use would in the affirmativ e only to refer to general w i l lingness (i.e. a habit) : Dad would always help us with our moths homework. o We do not use would i n the affirmative to express w i l lingness to do somethin g on a single occasion in the past: X ·T-he-tour-gui£le-eFy-iJelpft -was-v Jh-SITe-wel1ld-eofftaet-the-C-fJllSiflet:eles-t-my-pes-spoFtc
-feH'lle-wiJen-1-
v' The tour guide was very helpful. She contacted/offered to contact the Consulate for me when I lost my passport.
We can use would not for refusal on a single occasion in the past: The shop assistant WOUldn 't change this jumper for me, even though I hadn't worn it.
OTH E R U S ES O F WILL/SHALL/WOULD
1 8.4A Offers and promises
1 8.4B S u ggestions
1 8.4E Disagreeing
1 8.4F Expressing desires and preferences
We can use both will and shall to make offers. We use will in the affirmativ e, both to make offers to do somethin g ourselves and on behalf of other people: Sit down. I'll wasIl up this evening.
Your car sounds a bit rough. Harry will take a quick look at it, if you like. We u se sha/J i n q uestions to make more tentative offers tllan with will in the affirmative: Shall I wash up this evening? We use wiJ/ to make promises: My government will turn round the economy and reduce unemployment. We can use would, will or won't when we offer somethin g to anothe r person: Would you have/like some more of the pie? (neutral) Will you have some more of the pie? (neutral) Won 't YOll have some more of the pie? (more encou raging)
Let's decide what to do this evening. Should we go bowling? use shall in question tags after let's (II>- 7.2B):
o We
Let's forget about i t now a n d talk about something else, shall we? use would i n suggesti ons or respond ing to i nvitation s if we want to be more tentative or distant: It would be a good idea to get together one evening. 'Come to dinner on Sunday. ' 'That would be nice. I 'll let you know. '
We u se will and shall for orders and formal instructions. We use shall for /11ore formal instructions, especially i n official documents: You will/shall all stay behind for thirty minutes and clean this room. The secretary shall minute the proceedings of each meeting. We a l so use shall/will for rules, for example of exam i nations a n d competitions: The judge 's decision shall b e final.
We can Lise would/wouldn 't to show disagreement in a polite way: I wouldn 't say that. I wouldn 't go tlJOt for.
We often use would with verbs of l i k i n g and preference (like, love, prefer, etc.) to express desires and preferences which we think we can realise: . We 'd love to come to your wedding on 6th September. Thank you for the invitation. I 'd prefer to lose weight by a tried and tested method than by a new trendy diet. We ca n use would with rather to express a preference (IP- 1 1 .2 E) : Our delegates would rather not stay a t tile conference centre. o Note that we can use an object with these forms: I would like you to listen to me when I'm talking I
HYPOTHETICAL WOULD
1 8.5A Hypothetical desires about the ,present/fu tu re
We use shall in question s with we to make suggestio ns: Shall we go out for a curry tonight? ( = Why don't we . . . ?/How about . . . ?) To ask for s uggestio ns or advice, we can u se shall with a question word: What shall we do about Tom if Ile doesn't get into a university ? US English u ses SI70Uld in preferen ce to shall for suggestio ns:
o We
1 92
1 8.4 D Orders and I nstruct ions
We often make requests with will. These requests are informal and we usually u se them only with people we know q uite well (can II> 1 6.3B): Will you give m e a call wIlen y o u get to the hotel? We use would to make requests more tentative or polite, or to request t h ings of people we do not know so well : Would you lend m e the car tomorrow night, Dad? Would you fiJI in this form, please, sir? (could .... 1 6. 3 B) We can make a request more i nsistent by using will you as a q uestion tag: Come and look at this, will you? If we make a request in this way, we do not expect the answer to be ' n o ' : Pick up m y suit from the Cleaner's when you 're out, will you?
1 8. 5 B Hypothetical desires about the past
We use would with be or verbs of l i k i n g and wishing to express a desire for the present o r future. Fulfilment of the desire is i m possible or i mprobable: It would be so nice to live by tile sea. (The speaker does n 't live by the sea.) I would prefer to be a man. (The s peaker is a wom a n . ) To state a s i m p l e fact, w e u s e t h e present simple: I t is nice t o live b y the sea. We can use the present simple (like) to talk about someth ing we currently l i ke and do, · but we use would like to talk a bout an unfulfilled desire: I like to stay in five-star hotels. ( I d o stay i n five-star hotels and enjoy it.) I would like to stay in five-star hotels. ( I don 't stay in them, but it's m y desire . ) Wish + would expresses a desire for a n other person (not) t o d o something: I wish you wouldn 't talk with your mouth full! (� 1 1 .3C)
If we want to comment on a Ilypothetical situation in the past, we u se WOUld/wouldn 't +
have + past partiCiple:
(= The person did not n otify anyone in advance.) English often uses the perfect infi nitive here (tI>- 1 3. 3A): [It WOUld have been a good idea to have notified us in advance
..
It would have been a good idea t o notify us i n advance of your intentions.
o British
II> Pages 1 98 and 1 99 for Round up of modal verbs
J
1 93
P ra ct i c e
The key to Vlese e,'(€rclses
1
Complet-e these dialogues with will, won't, would, wouldn t,
verbs i n the box. The first one Is given as a n example (0). Clri}le
�
come
ha\16
hbld
prepare
+
is on page 362.
say
...
.
wi<+:p.�
.. .
start
Stop
watch
'Quite well. but he .. . . .... and eat whenever he gets the opportunIty!'
stUoENT
8 'Oh no. !'ve just noticed a mistake in the headline for the front page articlel'
Phone the printers, They . .. . . . . printing It yet - they don't print until early morning.'
SlUDENT 2:
'What happened atter the car broke down?'
'Well, We knew that traffic . . . . ... along that road so late. so we slept in the car. '
I e 'Why are you and Jack arguing so much these days?' 'He takes me for granted. He . . TV every evening and Ignor me completely. ' .
AllCE
JAAf.
AlICE
JME
WOMAN
FRIEND:
HI, Jake. It's Allee here.
Alice, how nice to hear from you!
Actually, Jake, I'm phoning to ask you for some advice.
(0) I'm willing tohelD you If I can. of course.
"UCE
Your mother receives help from the Council, doesn't she?
JAKE
Yes, of course. Mum has a home help. She comes three
"UCE JAKE
1 94
020 7 543 92 1 6.
�n you tell me what ('\ ) thev ag!'ee to do and what
(2) they don'tagree todo for older people?
times a week. (3) She's perfectly haPDYto Clo light cleaning
and (4) she's wllling lo get theshopping . but
(5) she refuses to do anything heavy.
................ !.:tk.MIp.-lL ... .......... ....................... . ........... . . ..... , .
That's fair enough. What about cooking?
Well. when she first started
(6) shewas happYto preoare
. .
� when she came. but she stopped that after a few weeks. .
.
. . . ... . . .
. . . . . .
.
. .
._
..
... . .
.. .
.
....
. .
w V"lh.£.,"" /ff,k• U ;ll.:/" II<•&4ip.IW:)' ��MN' .....
tJlUf
...
Yes . here you are.
p.!wftr.
..
..
... ... .
...
.. .
. . . .... .. to .
.
i·:.:;��:�·,..�h·anks. I'm trying
..
TEACHER:
.
.
. .. . . . .
.
... . .. .
. ... . . . .
.
.
. . . .. .
. ..
.
. . " . ......
. . .. . .
.
..
. . ..
.
.
.
.. . . . . .
.. .
. . .. . .
. .
... . .. . . .
..
..
. ..
.
· · . . ··· ·· w�·�i����·���d · ��· , �� ·�i �.· y� ot;" e to take the min utes. someon
MAN:
..
WOMAN :
4
.
.
lose weight.
..... ... . . . ....
.
. . ..
2
.
.
.
3
.. . .
......... .......... . . . . .. . . . . . . . .. . . . . . ... ....... . . . . . .. . . .
. . . . . . ther essay for ano '�ot STUDENTS: ady written tWO homework! We've alre
oh,"Mi��',
thIs week.
.
.. . .
.. .
.
..
.. .
..
.
. .
..
.
Come with
.. . . . . . . . . . . . . . . . .. . . POLlCE OfFICER: . . . . .
'T\'IIEF:
5
..
. .. . .
. .
''
.
.. .
. .
will , shall or would. beloW the pictures. Use
. . ..
Rewrite the underlined parts of thIs phone conversation, using will, won 't, would and wouldn't.
JAi
1:
.
.
o
5 '00 you think that the Jury will acquit NIck?' '1 hope so. I ' m sure that his lawyer . . . .. . . . a solid defence .' 6 '1 don't think this new secretary is as good as Janice was.' '1 don't know. Janice . . . . . . . . always . . . . . . . . whenever you pointed out errors In her tYping.' 7 'The new horse at the ridIng stables seems to be working out very well.'
. . . ....
.
�
ogues com plete th e dial
'Don't worry about him. He .. . . . . . . a great timel'
.
. .
.. . .
.
..
fe�
1 8.4
3
people.'
4 ' I hope Josh Is OK at that summer camp. He m gilt be homesick.'
9
. . ..
. ....
minutes. for a al services. for the rigtlt person at sod
���::a;;·t!ng
'Surely there are coo many people here to get on one plane?'
.
.
. . ... .. . . .. . . . . ... . . . .. . . . . .. . ..... .. . . . . . . . . . . . .•
� ��� � �� �:�n::� ����:a:o�::�I::::��ntt
2 'Shop assistants USed to be more polite. dldn·t t/ley?' 'Yes, a few years ago they ... . . ... always ........ · please· and "thank you· and smile.'
500
.. . . . .
.. . ..
because of all those long busIness lunches.'
'No, a jumbo Jet . . . . . . . . easily ... . . . . over
.
..
e
work
'Are you having problems with your new camera ' ? ·Yes. ttre flash . . . . . . . . In semi-darkness. only when It's fully dark.'
3
�:'"�
� :: ;:�� ;�::�;�
have if necessary, and a form of the
o 'Sue says she's enjoyIng the Job bUt she's putting on weIgh ' 'Ves. that
.. .. . . . t . .. . . . .. . .. ? ctlywhat y mum . (7) She insists-on saying.w . to make Italian parently the hon,e help used . �. Ap to eat It. refused She (8) It. rke I 't n food and Mum did g, anyway? Why are you skln ' 1 now The neighbOUrs a {) mO . Jn � V .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . It'S Dad. He can ow and again . . .. . . . . .. . g . .. t ( ) m e they at. .. gre . . . . . ... . . . . . . . . . are �Qr he10 if he's i n trouble. ask them _ but ( 1 0) ne's unw!1llng to rstand that. Mmm You can unde s once a nt. I take him to th shop . . atie Imp so .. . .. oh . b�l he's and I was start to refused the car . . . . . . . .. . . . . .. . . .. .. . . . . . . .. .. . ...... . week but yeste relay ( 1 1 ) . .. ... . ? it for me e . .. .. . I _ . . u . . n l d on the way there : .. . . . .. . . . . . . .. the shOps and collapse don't. It? Look, ( 1 4) Ir yO\! _ isn't It's a worry num ber I ' ll look out the phone
WhY You
... .
.. .
... . .
. ..
"'Id"i;'
you? No, why shou
.
� � �. ��
WOMAN: MAN:
from I don't u nderstand what you want me! . .. . ..
. ..
.
. .. . ..
..
But I � respect you!. . . .
.
. .
. . .
. . . .
.
.. .
. .. .
..
..
.
. .
..
.
.
. . .
. . .
1 95
Read the article and then decide which word or phrase A. B or C below best fills each space. Circle the letter you choose for each question. The exercise begins with an example (0).
" Words, words, words
...
age ofthe
glo�al village.
(3) •.• every day, such as chatline and trainers, (4) •.. only t�lrty )lEl{II'5 onIV In thlT 1 940s. as unive�1 as teenager gained. common eurreney word a And ' ago; efer 0nly to r to /on .oo (5) 960s' '1 ttle in Wor;d s change in meaning too: a scientist h tontght? wouid ave O O ' w� watoh the �ap '(6) asked who anyona " plants. And ,what you was (Soap War: World eRenslon before -the Second < . encal!Jntere'd total lJileomp� . washed will'll) . !hat ne� �In�ge re�ects the Th:ere: Is a mote Wonylng side to �Is, if you cons der It ,(7) ••• .stalkit;l9, eth c people few ago years tw.enty Only Jrom, It comes' ithout. w better b� �rhaps ..• 'c/eans;nt/ or- road rage i'-' COClcepts that the warld (6) but don't hold your (9) . nice to think that the 21s\ eentury (1 0) .oo us happIer words. Words Y0U
�
"
�
.
!sb¢IEity
,
breath! ...
'0
We don't have run ning water in our homes. We have to collect water from the stream o r from a e (like) pipe in the v Aisha . . . . . �. . . f!!k .t:I? �.�.r.� ,�if.. 0:.4,g M.I1#, , . . . . . . . . . We live in a wooden shack outside the city. It's very small but eight of us live in it. It's my dream to live i n a real house. (prefer) ... .. . ... ........ ....... �ro . 2' .In my country we have to pay for medicine and a lot of peop l e can 't afford it. The government should provide free medicine. (like) .. ...... . .. . . . . . . . . . .. . . . . . . . . . . . . Esther 3 Every day I go into the town and I beg in the streets for money. Obviously I don't l i ke going begging, but we need the money. (rather) ' Sun-U . . . . ........ ............... . . . . . 4 I wear the same clothes every day. I look a t models in magazines a n d I ' m very envious of their beautiful clothes. (be nice) ::Hana thinks it . . . . . . . . . . . . . . . 5 I live in a vil lage just outside a big city. The vil lage is O K , but rich people from the city come and dump their rubbish i n our vil lage. It's dreadfu l ! (wishes) Sunil . . . . . .. ... .... .. . .. . .... . . . 6 I didn't go to school. My fam i ly couldn't afford to send me. So now I can o n l y get a badly-paid job. It's such a pity, because I enjoy learning new things. (been good) Maria thinks it
�
··· · ·
.
.
..
.
. .
. .
. .
.
.
. . . .
. .
,
.
. .
. .
. .
.
.
.
. . .
. . .
. .
.
.
ALL
'}1
.
"
� . . .
all there in a book published The words that caught the mood oflhe deca�e are ion - except 'that �]1e dEX;�e ress p e d QMa, camp, tration, yes'terday, - clons. concen in the ' 9005. current .. .. (0) words these 19905: e h t not was buzzwords for each . . " The Gulnness Bodk of the Twentietp Centurr. cites' lists 01 people wol,Jld have few , century 2fJth e th 0f , d�cade of tpe last ce.ntUry. At the out�et course, before the Of beft;l're, ever than . uessed that i q1) change e languag more ' slowly. Many aYS Of the communications revolution lan'guage evolved much more tic dream In th.,e unrealis an fs that but all, at people today (2) o o . language not to change
�
Rea d the statements from people who have or have had a disadvantaged life. Complete the se nte nces, expressing the people ' s desires and regrets about the past. Use the word i n brackets.
. .
.
.
.
.
.
.
. . . .
. .
._ .
There are nine more mistakes in this text connected with the language in this unit . U n derline the mistakes and correct them.
'r
I ' l l never forget the day my life changed. It was a normal day - i n those days I 2 shall do my homework straight after school so that I could go and listen to pop 3 �c at Janice's after dinner. So I was sitting i n front of the fire. trying to keep " warm. Mum was ironing. I looked at the clock. S ' Dad's late , ' I remarked to M u m . ,6 ' It's Thursday. H e ' d be visiting Granny. ' 7 My grandmother lived in a cold, draughty cottage on the moors. M u m and .8 Dad wanted her to move in with u s, but o u r house was very small, and she won't. 9 They knew that the cold winter months would have hastened her death - she 10 already suffered from chronic bronchitis - but she was a stubborn old woman F1 who will i nsist on her independence. i 2 'Won't it be nice if we had some money? We could buy a big house and 1 3 Granny could have a flat of her own i n it. I hate being poor. ' 1 4 'Oh. pet. I shan't say we're poor. We're not as well off as some, but we've i 5 got a roof over our heads and food in our bellies . ' M u m would a lways see 16 the best in every situation. It really annoyed me! 'Will I make a nice cup of tea? 17 You r Dad would be frozen when he gets i n . H e ' l I want to save the bus fare so 18 I ' m sure he's walked all the way from your grand mother's . ' 1 9 A t that moment, the door opened and Dad walked i n . waving a s l i p o f paper. 20 ' Forget the tea. Mary. We're going out tonight. F i rst prize i n the lottery. 2 1 We're ric h ! '
1 96
. . . . . . . WI?tdej. .
.
R'() p·rq ,d' l1:: p. �;. U n i ts 1 6- 1 8 :
.,
time
p rese nt
Modal .verbs function
time
form
example
ability
present
can
She can speak Spanish but she can't speak
is/are able to
Despite his handicap he is able to drive a car.
could
Mozart could play the piano at the age of five.
was/were able
Mike 's car broke down but he was able to
to
repair it.
past
future
form
example
do not have to,
You don 't have to/don 't need to pay to visit most museums in Britain.
1 7.3B
do not need to did not have to,
You didn 't have to/didn 't need to finish the job.
1 7.38
did not need to,
We needn't have taken sweaters a s i t was so
need not have
warm there.
will not have to,
You won 't have to/won 't need to ask the
will not need to
doctor to sign this form.
1 7.3B
Italian.
past
possibility
present
may, might
There may be life on Mars.
could
The rash could be a symptom of something
present! future
more serious.
past future
arrangements
permission
ob l igat ion
necessity
future
could have,
She might have done it; she had the
might have
opportunity and the motive.
will be able to
We 'll be able to travel to the moon but we won't be able to travel to Mars.
can, could,
The doctor could see you at six,' he can 't see
be able to
you before then as h e 's too busy.
can, can 't
'Can I use your phone?' 'No, I'm afraid you can't. ' 1 6.4A
p ast
allowed to
I was alfowed to leave early yesterday.
have (got) to
Students have (got) to wear school uniform here.
must
I must get up earlier.
need (to)
Do we need to get a visa for the USA ?
should
You should respect your neighbours.
past
had to
We had to report to reception by four.
future
will have to,
present past future
will ,
need to
1 6 .48 �
We 'll have tot 'II need to get our visas sorted out. 1 7 . 1 8
must, have to,
All human beings must/have to/need to have
need to
enough sleep.
Iwd to,
Cave dwellers had to/needed to hunt in
needed to
order to survive.
will have to,
You 'll have to/ 'll need to work harder than that.
present! future
must not
You mustn't touch that kettle!
cannot,
Guests can 't/may not use the pool after I I p.m.
past criticism
had better
You 'd better change the locks straight away.
1 7.4B 1 7.4B 1 7 .4B 1 7.5B 1 7.5B
must have to
This must/has to be the place.
cannot
This amount can't be correct.
past
must have
That noise must have been an explosion.
cannot have
She can 't have done it - she wasn't even here.
1 7.5B 1 7 .5B
present! future
should
The plane should be landing now.
1 7.5B
past
should
What's happened to the boys? They should
1 7.5B
have
have arrived hours ago.
present
will
It won 't be warm at this time of year.
1 8. 1 C
past
will have
They 'll have received the invitations by now.
1 8. 1 0
present
will
He 'll come in and he 'll start giving instructions.
1 8 . 2A
past
would
He'd come in and he'd start giving instructions.
1 8. 2 B
present
will
The public wilf always side with the nurses.
1 8.2A
past
would
Dad would always tell me how to run my life.
1 8. 2 B
present
will
The stadium will hold about
would
1 1 0, 000 people.
1 8 .2A
past
The car wouldn 't stalt on cold mornings.
1 8.2B
present
will, won 't
The doctor will act as a witness.
1 8 .3A
past
WOUld, WOUldn't
The shop wouldn 't change this jumper.
1 7. 1 C
1 8. 3 B
present! futu re
will, shalf
I 'll wash up this evening.
1 8 .4A
Shall I wash up this evening? shall
Shall we go out for a curry?
will
Will you give me a call?
would will, shall
Would you fill in this form, please? You will/shall all stay after school tonigllt.
1 8,4B 1 8.4C 1 8 .4C 1 8.40
It would be nice to live by the sea.
1 8,5A
You shouldn 't speak to me like thot!
present! future
would
should not could not
We couldn 't go because we were too young.
past
would have
It would have been a good idea to notify us
1 8. 5 B
may not
past
You should consider a private pension.
present! future
wil/ need to
prohibition
You really must read 'Birdsong '!
�...:'. ': .
present/ future
present
must should
should (not)
You shouldn 't have driven through that red
have
light.
in advance. , ", . .... '. . �.:
"
. ... . ..
1 99
Auxi l i a ri e s ,
h a ve
(got) , do
Be, have and do can be used as main verbs [I have a flew car) or as auxiliary verb s [I have sold my oid car) . We lise forms of have as auxiliary verbs in perfect tenses ' forms of be in continuous tenses and passives, and forms of do in questions and negatives. In this unit we look at these auxiliary functions, at the use of have and do malll verbs, the use of do for em phasis, and at have and have got.
But in spoken English and when we represent speech in writing we can combine contracted auxiliaries, e.g. 've, and contracted not with modal verbs; He shouldn 't've done it. [= He should not have done it.) o You may hear ain 't instead of am/is/are not used in conversation and in popular songs, This form is considered incorrect by most English speakers; [I ain't going to the party. ] [= I am not going to the party.) o We don't contract was; X He!trwat{;hiRg-televisien-when-she-IJPpivedc v' He was watching television when she arrived. In formal English we don't use contractions when there is more than one s u bject: X +ne-AFI·})y-aflfi-the--Nav!f've-·latJ!lGheci-6I-recrHitment..dFive, v' The Army and the Navy have launched a recruitment drive. o The contraction for has and is is t h e same; 's o S i milarly, the contraction for had and would is the same: 'd. The context tells us which auxiliary is being lIsed: He 's taken a long lease. [= has taken) He's taking a holiday . [= is taking) He'd known her for ages. [= had known) He 'd know what to do. (= would know) o We usually avoid using contractions in very formal English: [Clauses 1 0- 1 5 don't apply in the case of valuables stolen from vehicles . J v' Clauses 1 0- 1 5 do not apply in the case o f valuables stolen from vehicles.
a�
AUX I L IARY V E R B S
1 9. 1 A Uses
1 9. 1 8 Contracted forms
There a r e three auxiliary verbs in English: have, b e a n d do. W e u s e have a n d b e to make perfect, continuous and passive forms of tenses: I haven't seen her for ages. John is working very hard these days. The flat is watched by the surveillance team twenty-four hours a day. We use forms of do to form questions, negatives and negative questions in the present and past Simple; Do you enjoy going to the theatre? Did they like the new place? The thermostat doesn 't work any more, We didn 't go to Corfu after all. Doesn 't the thermostat control the heating ? Didn 't you go to Ibiza? o We don't use auxiliary verbs with modal verbs, e.g. must, can , should; X Go--Wf}-ffIt-f3€I1j I:I5 ff -€x S&-baggafjfH:ln-this.? v' Must we pay excess baggage on this? X We-didn.!f-€eli/fi-weaF-fJiglJ-heel5-at-my-elfi-sffiee/� v' We couldn 't wear high heels at my oid school. o We don' t usually repeat the same s u bject and auxiliary verb in a sentence: [We were watching television and we were laughing at Mr Bean 's antics . ] v' We were watching televisio n and laughing at M r Bean 's antics . We sometimes omit auxil iary verbs in newspaper headlines: Terrorist arrested in dawn raid. (= A terrorist was arrested . . . ) We often o m it s u bjects and auxil iary verbs when we are writing notes or postcards; Enjoymg my holiday. Flying back next week . (= I am enjoying . . . I am flying ... ) But we don't o m it auxiliaries if doing so would make the meaning Unclear; [Dave gOing to come to party but tied up . ] ( = Dave is coming.) v' Dave was going to come to the party but he 's tied up. (= Dave isn't coming.) We also use be, have and do as s ubstitute words in text (... 3 5 . 2 8, 3 5 . 3 8) and in Inversion (10- 3 4 . 3 8) . W e often contract not a n d t h e auxiliaries have a n d be . I n writing w e u s e an apostrophe (') to represent the missing letter(s);
full form contracted form
200
is
are
has
have
had
not
's
're
's
've
'd
n't
We don't combine contracted auxil iaries with a contracted form of not: I have not seen it. X Alett!t-seen-it..,
v'
I haven 't seen it or, I 've not seen it.
"�J - . f: '
. : ;'
EM PHAS I S
1 9. 2A Stressi ng the auxiliary
1 9. 2 8 Inserting do
To make a sentence, which includes a n auxiliary, more em phatic i n speech w e stress the auxiliary verb [underlined in the examples): Fancy seeing you again. It has been a long time! Don 't beat around the bush. Did you or didn 't you take it? That holiday's done wonders; you qre looking weill B ut if the auxiliary is preceded by a modal verb then we stress tile modal; That's absolutely ridiculous; you must have seen something I
Present simple and past simple phrases, which do not contain an auxiliary, can be made more em phatic by adding a form of do: I'm very sorry sir. We do try our best to comply with most passenger requests. The witness is hazy on the details, but she did notice a scar on his forearm. We can also emphasise i m peratives with do; Do shut up. We often use this pattern to make polite suggestions or offers; Do sit down and make yourself comfortable. po let me help you witll that heavy case.
HAVE A N D DO 1 9.3A have and do as main verbs
Have and do can be used in the same way as other main verbs: He didn 't have any brothers or sisters. When do you do the washing? In British English we can use have without auxil iary do in q uestions and negatives: Has the government any real intention of addreSSing the crime problem head on ? I haven 't a clue what they 're talking about. o We don't usually use the passive of main verb have. When we do, it has the meaning 'be tricked or cheated ' ; You paid $ 1 00 for a T-shirt' You 've been had' [= You've been cheated . ) Have and d o can combine w i t h particles to m a k e m u l ti-word verbs [ � U nit 1 4) : You 're having m e on! I don't believe he's going to do the house up by /limself [For have/get something done and have somebody do samet/ling 8 .3A.)
20'
1 9. 3 B Meani ngs o f have
1 9.3C Meanings o f do
We use have to describe many d ifferent states , e.g. possession , inclusion, relatio nsh ip: The chairman of the board has a Gulfstream executive jet. (possession) Our latest computer will have a number of upgradeable components. (inclusio n) I have two older brothers . (relationship) (We do not use have in conti nuous or passive forms with these mea n i ngs � 1 9.4A.) W e can u s e have + noun t o talk about experiences and actions: He has a headache every time he eats blue cheese. ( = He suffers from a heada che ."l: We 're having chicken with cashew nuts. (= We're eating chicken . . . ) We can use have + noun when we want to give extra information by using adjectives: They raced up the hill. The race was exhausting. They had an exhausting race up the hill. I 'm going to s wim in the sea tomorrow. It will last a long time and be invigorating. I'm going to have a long, invigorating swim in the sea tomorrow. Sometimes we use have + noun when there is n o single verb i n English for the action or experience we want to describe. (For more about have and take + noun � 20. 1 C): You have an appointment with the accountants at four. I had a brainwave on the bus coming here. The children often have nightmares after thunderstorms. o Won 't have and wouldn 't have ca n be used to mean ' not tolerate' : I won 't have anyone smoking in my house.
Do can have several meanings. We often use do to talk about actions in general: What did you do tl7is morning? We can use do mean i ng 'carry out/complete a task': Sarah 's doing sometl7ing for l7er boss . (= is carrying out a task) Right. That's done at last. ( = A task has been completed.) There are many fixed expressions with do: What does he do? (= What's his job?) That child could do with a good telling off. (= deserves/needs) Five minutes will do if you 're rushed for time. (= be sufficient) (For d ifferent expressions with make and do � 20. 1 B.)
- 1 9. 4B have got . "# l7ave
Have got is also the present perfect form of the verb get. It can mean l7as become, has obtained, has received, etc. Compare: She 's got/has a degree in chemistry and works at the lab. (= possesses) She's just got a degree and hopes to get a job in a lab. (= has just obtained)
We can use l7ave got as an infinitive with these present perfect mea n i ngs but not with the meaning of 'possess ' : perfect ·infinitive modal/auxiliary verb + perfect infinitive
V I hope to have got the results by March. (= to have obtained) )( Silel1asalwalfS waRteet8 hfnoegeta fiar. ( = to possess)
V She must have got a terrible shock. (= must have received) )( MemeersaIRhavegottwocares eafil�. (= possess) V Sl7e will have got tIJe keys by next week. (= will have obtained) )( Whilesileis werNingfarBla/fe's, CesseRfire winhavegeta CBm(9aR!tfiar. (= possess)
We can use had got with the meaning ' had obtained/received ' , etc: He'd got a certificate from the doctor so he could claim sick pay. (= had obtained) In US English the past participle fo rm of get when it means ' has become/obtained/ received ' , etc. is gotten : Hollywood movies have gotten more and more violent in recent years. We don't use have got in these ways: to describe actions in short answers (ellipsis '" 35.3)
)( (eRt!1l� ensile,the(9hlll� lC? V Can you answer the phone? I 'm having a shower. 'Do you have/Have you got anything vegetarian?' v 'Yes, we do/have. ' )( "les, 'H'he/pegilt. '
in tag questions ( ... 7.2) )( 10!/',,€gettweerethers, Rel'e,I't!te!/get? v You 've got two brothers, haven 't you?
with used to
)( Vie!/seereIlaloegeta(9/eceill theCIl!/IlEry. v We used to have a place in the country.
HAVE COT 1 9. 4A have got = hove
202
We use have got as an alternative to have to express possession and similar states in the present (Ii<> 1 9. 3B) . Have got is more com mon than have in informal British English: [He has a car but he l7asn 't a garage to keep it in . ] V He 's got a car but l7e hasn 't got a garage to keep i t in. I n formal written English we can use have got, but have is more usual : [Applicants have got three months in which to complete and return the forms. ] V Applicants have three months i n which to complete and return the forms. o We usually use a form of have, not have got, to talk about past or future possession: (I had got a pet labrador when I was a child. ] V I had a pet labrador when I was a child. (= possessed) [I 'm going to have got a nice cottage by the seaside when I retire. ] V I 'm going to have a nice cottage by the seaside when I retire. (= going to possess) o Have got and l7ave do not have continuous or passive forms when they mean ' possess' : X i4e-is'-i1ffi1il1§J-ffjet-}-f'J-c-erc X A·€eF-hes-/geef/-!Jet-/9y-hi-f1r. V He has got a car. I n U S Engl ish have got is lIsed m a i n ly in speech, and the negative and question forms are not common. (For have (got) to to express obligation , etc. II- 1 7 . 1 B)
203
P ra ct i c e
Tile
key to these
exercises is all page
362.
There is one auxiliary verb missing from each of these sentence s. Rewrite the sentence s using a suitable auxiliary verb. Wheneve r appropri ate, use contract ed forms. If two contracted forms ar e possible, in conversa tional speech for instance, write both.
o He could not seen them do it. .. fff? C;f!H!4.::r/.t:. � f.«-.Ik.�.I1f.:.4.t? .it,
I been waiting here for hours.
2
. /:f:f? .(.9.«I4fv.'t'v-k. f.1!4�.t/14Hk.4.t? . .
They trying to find a nice hotel for two hours last night. . . . . . . .. .. .. .. . She will not returned by the time the show starts. . . . . . . . . .
3
.
. . . . . . .
.. , . .
. .
, . ..
, . . .
. . . . . . . , . . . .
. . . . . . . .
.
. . . .
. .
. ..
. . . .
. " . . . . .
. . . . . . .
.
. .
. .
. . . . . .
.
. ....
. . .
. . .
.
..
. . Protection under this policy not include items of an aggregate value exceedin g $500.
5
He might not known that it was you at the door.
. . . . . . . . . . . . . . . . . . . . . . .. .
8 9
. ,
. . . .
. .
. . . . . . . .
.
. . .
. . . .
I 1
. . . .
.
.
. . . . . .
. . . . .
.. . .
. . . . . . . . . .
. ", . .
.
.
. . . . .
.
. . .
. . . . . . .
. . .
.
. . . . . . . . . . . . .
. . . . .
.
. . . .
.
. .
. . .
12
. .
. .
. . . . "
.
, .
. .
.
. . . .
.
. . . .
. . .
.
.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.
. . . . .
. .
. . .
.
. .
. .
. . .
. . . . . . .. . .
.
. .. . . .
.
. .
. .
. .
.
.
. .
. . . . .
. .
. .
. . . . . . . .
.
. .
.. . . . . .
. .
. . . . . . . .
. . . .
. .
. . .
. . .. . .
. . . .
.
.
.
. . . . . . . . .
. . . . . .. .
. . .
.
. . . .
. . . . .
.
. . . . .
. .. .. . .. .
.
. .
. .
.
. . .
. . . . . . .
. . . . .. . . . . . .
. .
. .
. .
.
. .
. . . . . . . .
.. .
ffi
!)
� d;i���rJtakeJfeet/tableJthe
6
quiet/keepJdo
7
.
��icomeJjOinJdOJand . .
. .. . . . . .
.
. . .
.
9
3
.. .
. .
. . .
. . .
The words i n these sentences have been jumbled up. Write the sentences correctly then match them to the descriptions in the box.
o seatJdoJaJtake PP..�.t!:Jw....
c . ....... ....
toJdrinkJdo/yourselfJhelpJa
2 3
B ' Imperati\Yes
C
.
. . . . . . . ,
. .
.
. . .
1 9. 3
. . . . .
.
,
.
.
o
2
He's going to restore the house himself. . . ./:#/>.jp.0g..f;f! 4!!. tk?: fr.pJM(!;.I:if:.�$ I don't know what the answer is .
up
d�
. .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Don't forget you are due to see the sales manager at ten o'clock . : . . .. . . . . .... � . apPOintment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . : . . � Does Your Honour have any further instructions on thiS matter.
5
6 7
How does Clare earn a living?
. .. . ....... . She won't allow anybody to use bad language at the dinner table .
do
. . . . . . .
Sl/gge$tionsloff�rs
11
. .
. . . .
.
. . ..
He's been deceiving you .
on
.....
Will this piece of fabric b e suitable for the new curtains? do
........
.
.
. . .
You've been tricked! had
..........
. .. . ..
It isn't quite finished yet.
.
. . .
done
.
.
.. .
. . .. .
.
.
. . .
..
. . . . . . . . . . .
.
. . .
.
.. .
. . . . . . .
.
. . .
.
.. . .
. .
.
. .
. . . .
............................ ..... ........ .......
. . . .. .
..
. . .
.. . . .
. . .
.
.
I think he's in the middle of an asthma attack.
. . . ,
. . .
.
. .
. . . .
What was on the menu for your staff lunch last week? did
1'2
.
. . . . . .
.
have
8 This floor needs a good wash. 10
.............. .....
....... ...............
h�
4
. . . . . . .
.
. . . .
with
EmPhatic sentences
.
. . . . . . . .
For each of the sentences below, write a new sentence as similar as possible in m � aning to the original sentence, but using the word given i n bold. The word must not be altered In any way.
:9
A
. . . . . .
...
. . . . . . . ..
8 cJoJat/yourselfJhomeJmake
. . . . . . . . .
she not appreciate how upset he was? . . . . . . . .... We regret to inform you that the bank unwilling to extend credit facilities in this case. . .. . . . . .. . . . .. . . . . . . .. . . . . Hilary not expecting you until this evening. . .. . . . . . . . . . . . .... . .. .. . . They really should told you about their decision . .... . . . . . . . . . . .. . TIle documents requested from your solicitor have not received and we are therefor e obliged to cancel your contract forthwith . . . .
10
.
their boss not realise that they are under a lot of pressure? . . . . . .. James got better despite the fact that he not been taking his medicat ion for weeks. . . . ., . . "
7
. . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.
6
" , .
goodJrunJenjoyJtheJparkitheJdoglaJdoesJaround
�jlot/manageJJane/didJtoJloseJofJweightJquite . .... 1 O D·i ;�·��JtheJthe/do/childrenJIOveJreallyJchannel
it
4
.
40
.
. . .
.
. .
..
. . .
.
.
.
.
.
. . .
. ... .
having
.
himselfJtoJbehaveJdidJpromiseJheJinJfuture attentionJdoJyoungipay/man . . . . ... . .
. . . . . . . .
. .
. . .. .
. .. . . . . .
. . .
. . . . . .
.
. . . .
.
. .
..
.
. . . . . . ..
.
. . . . . . .
.
.
. . . . . ..
.
. . .
.. . .
. . ..
20�
.
1 9.4
The following dialogue and the hotel brochure below each contain at least six phrases which can be replaced by forms of have or have got. Find the phrases and rewrite them. Use contraction s ' whenever appropriate, and only use have if have got is either not appropriate or not grammatically correct. LI Z
SARA
LIZ
SARA
SARA
LIZ SARA
LIZ
SARA
LIZ LIZ
SARA
New hai rstyle, Liz? Yes. I use this marvellous new hairdresser. Really? M m . Jane Li ndsay, she owns a place in tile high street. But I thought you went to that place next to the post office. N o, I used to, but the woman who did my Ilair em igrated to Australia last month. Oh? Wel l , your new woman's certainly very original! You r hair contains extensions, does n 't it? Yes, they're great, aren't they? Very disti nctive. I 've always wanted to possess extensions but I 've never had the nerve to ask for them. Was i t expensive?
Not really. She's doing a special offer. You can receive three hairstyli ng sessions for the price of two - if you bring a friend along. Bring a friend? Yes. There is an appointment for you there at two o'clock tomorrow afternoo n . My treat!
th . heart of the beBllfiful tt.lsh Blg/tlands, the G\M.rorth llotcl ol1'tirS' 1h� djscemJng gu� the ultimate 10 luxury and grdcious Ihmg. Sflull l ed,in
, .
DinEDg
We, PQS!>e.�5 II ,Mjchclin-�1llrt'ed
offGling the Ilc.�t in cordon bien cui irie featurlng n vanety \'lf loeally- 'ouKed orgariic ingredients.
Leisl1� {acllitles
reStlWront
Our guests can obtain rree ntcmbcrllhlp or th adjD.Cen l Ghm£ rth HCl1l1b Cerure whicb " " wclude 0 (ul l�w ppCd gymnasiuDI, heated indoor pool l\nd aunlllSIean\ rooms. "
Wciulll YoU enjoy indulging In
relmn&-swim or sllIIIla?
service. If your famlly cOlllOins small dl Idren you will be nble 10 tlll'e ad'yllmage of oUf unique babys1uin& scrviet!. We GIJIPloy severn! ru lly-
' Bobyslltlllg
portii For those of our,guci,<;l� Ibn! enjoy fishiJlg, the hqtel hILS oeqllired the fishing rigblS on.atbnie-tnile stretch Uf thl: river OlC1l5wl(t. which i teeming wJtb a lntg,ct ' nu mber of salmon, trout,and� bnuun.
1 2. 3 4 '5 6 7 8 :9
H) 11
1 :4 13 1 41& 16 17 18 19 20 21
22 23 24 25 26 27 28 29 30 31 32
C/loose
the most appropriate form ( A or B) t o complete each sentence.
I . . . . . . . . . . j ust closing the doors as she rushed into the bank. B They're A They were
provided for u nder Article 7 o f the treaty.
2 'TIl e committee is of the opinion that such a case . . . B isn't .A is not 3
You're q u ite wrong. I su �e o f it! B A' saw
!t 'Liste n , Burt. He . A couldn't've
know it was dark, but he really .
, .. the outline of the burglar's face - I ' m
did see
. . . done it. H e 's been with me at the betting shop a l l day.' B could not have
5, Mandy's marrying old Benson? You ' re . . . . . . . . . me o n ! B doing A having
6 Cl ients wishing to take up this offer m ust . . . . . . . an address withi n the E u ropean U nion. B have got ' A have . a wonderful flat overlooking the river. 7, You ought to visit Emily; B she's got A she got
8
OK then. The rear stalls . . . . . . . . . if you haven't got any seats in the front circle. B do A will do
9' He's got one of those new WAP mobile phones, A hasn't he got? B hasn't he?
10 Today's headlines. British and French authorities A 've announced B have announced
. . . a joint anti-s m uggling i nitiative.
1 1 He told you he was a mill ionaire and you believed h i m ! You 've A been done B been had 12 The great thing about Laura i s that she's always been able . B to have got A to have
. a laugh at her own expense.
1 3 I look a mess; I could really , . . . . . . . . a new haircut. B do with .A do
14 Once the computer centre is built the college is hoping to . . . . . . . . . a steady stream of applicants eager to improve their computing skills. B have A have got
1 5 I couldn't tell you what Bill looks l i ke now, we . B haven't A 'ven't
.. seen h i l11 for ages.
(Note: in formal written texts l ike the one above it would be considered inelegant style to use the same words, e.g. have and have got, too often . ]
.. M·M. :Z . t�jOt;, �,J.:I:iP.:I:�.Uf.ftMl:: �d.Y�fif. .. .
206
.
207
Here are s o m e of the most c o m m o n expressions with make a n d d o . (Note t h a t i n the table below, sb = somebody a n d sth = somethi ng.)
C o n fu s i n g ve rb s
m ake
Some pairs of verbs in English are subtly d i fferent from each other a n d so can be a source of confusion for learners. This is because the pairs, e.g. make a n d do, lay and lie, have similar meani n gs but are used to describe different kinds of actions or situations. These are 'false synonyms'. In other cases there are verb pairs which cause problems because we use them to describe similar situations even though they have o pposite m e a n i ngs, e.g. borrow a n d lend. These are 'opposite pairs'. In this u n i t we look at the verb pairs which are most often confused. (For say and tell "". Unit 9.)
Several verbs appear to have similar meanings but are used d i fferently. often means 'create' or ' p roduce ' : make a n d do Aunt AIice is going to make the bridesmaids ' dresses. Couda cheese is made in Holland. Make often expresses the idea of building and constructing: The multinationals are making a lot of products in tile developing world these days. We also use make to describe a process of change. The meaning is similar to 'become' . or 'cause to be': The spare bedroom has made a wonderful office for Deirdre. (= has become) Those new drugs seem to make him very lethargic. ( = cause him to be) Make + object + infin itive (without to) means 'force' or ' command' : The police officer made me empty my pockets. Make
h a s a nu mber of id iomatic meani ngs such as 'earn' and 'keep an appointment': $ / 000 a week on the oil rigs . I can 't make it on Friday; I 'm in a meeting all day_ We often use do to describe an activity or to mean 'carry out/complete a task': What are we going to do for your birthday? (= take part i n a n activity) You can go out after you 've done your homework. (= you ' ve completed) (For Illore information about the uses of do ".. U n it 1 9. ) We can use do + determ i ner + -ing form t o describe regular tasks a t home o r a t work: There isn't much in the fridge as I haven't done the shopping yet. We do the stocktaking e very Wednesday morning.
There are several m u l ti-word verbs with make or do (Il- Unit 1 4) : Don 't believe .a word h e said, h e made it all up. (= invented) The government did away with the death penalty in the sixties.
o There are a
(= abol ished)
n umber o f fixed expressions with either make o r do: X Ws-fime--te-·de-a--deEisiencv It's time to make a decision. X W-he--made-yeuF-hair-? v Who did your Iwir?
208
an offer a plan a point a profit progress a promise
a choice a comment a contribution
a good/bad job of sth a habit of sth
a remark a sound
a journey
a speech
a decision
a list
a difference a discovery an effort an enemy of sb an enquiry
a living love
a start (on stll) a suggestion
the cleaning/cooking/ ironing/washing (up) a course some damage the dishes
20. 1 C
an experiment sb a favour good (= help otller people) sb some good (= make sb
better/healthier)
your hair/face/nails harm the homework/housework yourself an injury
your duty an exam/a test an/some exercise
. have/take
time (for sth/sb) trouble war a will
a mess a mistake money
your best (= try hal'd) business (with sb)
He makes
20. 1 B
a noise
an excuse a fire a fortune friends (with sb) a fuss a gesture
do
Make
Expressions with make a n d do
an exception
(= arrange)
FALSE SYNONYMS
20. 1 A
an attempt an appearance an appointment arrangements a bed a (phone) call a charge (for sth)
the laundry military service research the shopping sport
(= brush/clean) (= be successfulIu nsuccessfu I)
your teeth
well/badly
a job
We can describe sOlll e actions with either have or take; in other cases we only use one of these verbs:
+ noun have
an appointment
(= an existing
arrangement)
an argument a baby a care a chance (to do 5th) a chat a dance a drink
lunch/dinner! a meal a quarrel a race a row a/the right (to) a say sometiJing to eat
an effect (on
a talk a think (no/the) time
sth) a fall
a wash a word (with)
a fit a go an/no/any idea
take
account of action advantage (of] a breath care (of) a chance
part (in) a photo(graph) place power precedence (over)
a decision
responsibility
a dislike to stl7/sb effect exception (to) the form of
(for) a risk
medicine/drugs a message offence (at 5th)
root sides (with sb) a step /steps the trouble (to) years/months/ weeks/daysl hours, etc.
have or take
a bath/shower a break an exam/test a guess a holiday/ a vacation a look a nap a rest a seat a sip a stroll a swim
20'
20. 1 D been/gone
20. 1 E lay/lie
To lay expresses a n action; it means to put something or someone down in a flat position. To lie describes a state of being in a horizontal position. Compare: You will find th� process easier if you loy all the parts on a worksurfa ce. (action) I think I ,Ii Just lie on the sofa until my headache goes. (state/pos ition) There is also the verb lie meaning 'to say something that isn 't true': That child lies all the time. ( = says things which are not true) Notice that these three verbs have different fo rms:
infinitive
lay (= action)
(= state) lie (= tell lies) lie
20. 1 F speak/talk
past tense
past participle
. 20. 1 H rob/steal
laid
laid
laying
lay
lain
lying
lied
lied
lying
20.2A borrow/lend
20.2B •
)( T-he-PRme-MfFlisi'eF-telked-t-eFl -Pe ifffl'l€fiHhis-ffleFFlfAg7
2 0. 1 G
210
v' Anatoly speaks English with an accent.
v' We were up half the night talking! There are a n u m be r of expressions with speak or talk: Could you speak up. I can't hear you. (= ta lk louder) I'd like to talk about our new sales strategy. (= explain/discuss) You 're talking nonsense. ( I strongly disagree with what you are saying.)
Raise refers to the action of someone or something l ifting, increasing or moving somethin g else In a n upward d i rection. To rise only refers to the movemen t itself: The government has been urged to raise corporation tax rates to match those in other European Union states. Rates are predicted to rise by ten per cent. 4) Because raise refers to an action done to somethin g or someone else it always has direct object: )( FeFe5-Will-FBfSe-Re-Jft-year. v' They will raise the fares next year. Rise cannot have an object: )( +iJey-will-r-ise-t-he-fflFe5--Fl€-xt--year. v' Fares will rise next year.
past participle
present participle
raise
raised
raised
raising
rise
rose
risen
rising
arise
arose
arisen
arising
We use rob to refer to the person or place that suffered the robbery; we use steal to refer to what was taken : v' Thieves robbed my uncle. )( T-/1jeves-stele-my-tJ-Fleie-o v' A gang robbed the head office. X A-goofj-stele--the-heed-effieev' They stole Ilis gold watch. )( -T-heY-Fobbed-his--geld-wet-e�
Some verbs act as 'mirror images' of each other. They describe the same event from different sides.
Speak and talk have very similar meanings and are often equally appropria te: I 'm going to talk/speak to my teacher about it after the lesson. We usually use speak, not talk, for formal speeches when a person in authority is addressin g an audience :
)( ARately-telk·s-English-with-€Jfi-£J€ee!Jf.;.
past tense
OPPOS ITE PAI RS
They 've laid new carpet throughout the house. We 've been laying artificial grass on the new football pitch. We found the old photographs lying in a drawer. Yesterday / was so tired that I lay on the bed all morning. (past Simple of lie)
We use talk for long conversa tions: )( We-weFe--I:f!J-haJf.-I:he-AighE-e -sp ekiFigi
infinitive
We can use the preposition from to link steal to a person or place: Colonel Blood stole the crown jewels from tile Tower of London in 1 665. We can use the preposition of to l i n k rob with the t h i ng which was take n : N o man has the right to rob another o f his freedom.
present participle
v' Before the election the President spoke to the nation on television. We use speak, not talk, to refer to languages:
raiseirise/ arise
In formal English we sometimes use arise to refer to problems or diffi culties occurring: Tissue rejection is a problem which can arise in this procedure. 4) Arise does not have an object: )( '=et's--hepe-Aebedy-ar-ises-thet-issue- v' Let's hope that issue doesn 't arise . Note that these verbs have different forms:
The two past participle forms, gone and been, are used with similar but slightly different meanings. I n British English we use been, not gone, when we express the i dea of vlsltmg or gOing somewhere and then leaving or returning : )( ShM-gcme-te-t-he-deGt-eF'57 Jane's just got back . v' She's been to the doctor's. ( = She went and then came back . ) . We use gone. not been. when someone has gone somewher e but not yet come back.. Jane isn't here right now. )( She:s-been-t-e-t-he-deefe� v' She's gone to the doctor's. (= She went there and hasn ' t retu rned .) For both o f these Situations, gone is commonly used i n U S English .
bring/take (and fetch)
If you want to use something that belongs to someone else you can borrow it from them. The owner o f something can lend it to you for a certain period: 'Dad, could we borrow your electric drill?' 'Sorry. I've already lent it to Michael. '
Bring means to take someone or something with you to the place you a re now, to your home, or to the place/event you have been talking about: I've brought the pliers you said you needed. When are you going to bring your new boyfriend to meet us? (to our house) Jane and I got lost on the top of the mountain and we had to stay there till morning. Fortunately Jane had brought some food and water. Take means to move someone or something away from the place you are now, away from your home or away from the place/event you have been talking about: I can 't find the cheque book - Dennis must have taken it when he left this morning. When are you taking me to meet your parents? (away from here to their home)
4) The choice
a
of verb depends on the situation of the speaker: Are you bringing your scuba gear? (on our hol iday) Are you taking your scuba gear? (on your holiday) I brought the car to work today. ( I am at work now.) I took the car to work today. (I a m not at work now.) Fetch means to collect someone or something from another place and bring it to the place you are now, to your h o me or to the place you are talking about. We don't use bring with this meaning of 'collecti ng ' : V" COUld you fetch the children from school on Monday? them home)
)( Geul£l-yetJ-bFing-t-he-ehildr-eA-frelTl-sGheei-l9!1-MfJRday'f
(= go to the sch ool a n d bring
21 1
P ra ct i c e 1
20. 1
The key to tlJese exerCIses is on page 363.
:�
3
20. 1
in the text with an expression containing a suitable form "eplace each of the underlined phrases or do plus a word or phrase from the box. Add any necessary words. The first one is e h mo of gWen as an exa mp le (0).
5
6 7 8 9 10
What activities are you planning for next week? Heavy rains have led to parts of the road becoming impassable. We're going to have the roof repaired next spring. It's all part of the research I'm carrying out for my dissertation. I'm rather busy this evening so I won't be able to meet you at the cinema. The old pond has become a wonderful paddling pool for the kids. How can you talk to me like that after all I 've achieved for you! Are you going to take any more aerobics classes? In many countries women still earn less money than men for tile same work. They forced the hostages to walk for ttlree days without food or water. They've been producing Rolls Royce cars in the same factory for forty years.
..best""
, . . . . . . . , . .. . . . . . . , . . . . . . . . .... . ... .
. . . . .. . " . . . " . . . . ........ . .. " .. . . . . .. "
Complete the sentences with a suitable form of have or take.
You sometimes have to wait a year or two for the plants to really . . . . ...... . . . . root in the soil. Unless a cheque is received by return of post we will have no option but .......... steps to recover the disputed sums through the courts. 3 I can't help you with that, I'm afraid; I ............... absolutely no idea when it comes to electrics. 4 You want to become a doctor at your age? It ............... years to get through a medical degree. 5 Do you mll1d If I . . . . . . . . ....... a qUick wash before we sit down to eat? 6 She's very worried about the takeover. Perllaps you should . . . . . . a chat with her about it . 7 � nd what makes you think you ...... . ........ the right to lecture me on morality? 8 I m not feeling too good today; I . . . . ........... the most almighty row with my girlfriend last night. 9 In the latest developme nts in the civil war it appears that the rebel army . . . . . . . . . . power .111 tle I southern provinces. 1 0 I can't think why you' re so reluctant to go. Come on, ...... a risk for once l 1 1 We regret to announce that Alvin Claymore is unable . . . . part in tonight's performanc e owing to ill healtll. 1 2 The residents insist on ....... their say; they're going to demand a public meeting with the housing committee. 1 3 With any luck the new poliCing initiative ..... a positive effect on the appalling crime rate around here. 1 4 I know I'm old-fashio ned but I do . . . . .......... exception to all the bad language on TV these days . 1 5 You really can't put this off any longer; you must .............. a dec ision on the Knowlson case today. . 1 2
212
charge
I)�d job
Rewrite the sentences using suitable forms of make or do. o 1 2 3 4
," �)
'.�'
good
, deciSion
laundrY
fuss
Journey
. research
" -l\' ---'
mistake
sboppil1g
start promise . trouble. . ... . up
HIG HLAND HELL
' elkoadTeJf' . T(IISmcm/lJefemy � H
II � Tiem �stle H«elln SCOf�
1n ��e bad oJd day , Scott'! h c unery h.otels had a tltpUtll OOO of bei ng coM drnughry and d�l\r places. ",bi b tried baed co m:t1;:e rheir gutstS feeLas Wlwekome as pos ible. Wcll, du: rQudsdndustry has moved on and we.:.lt TrallelDettctive feh"it was time (0 sec i th'!! win dS'o f chagge blowing through the ' Briti�h hotel worla had yet reached oUf n otthern eJCuemitres. Flom che caiaJogue and brocilure5, it
s�s
thac every.castle in Scotland - hSs turned Itself into a Bote!; and it was
lIifficul� ro'Il,lacb U \londUsjoD about whith one to try. In the elld we 'settled f r a . lictfe�known oue promising pla�e ·deep in the. Highlands. '. So, full of o pti mism r � ill.lrth P'n ;the oVCrnight leepef, jumped into' a
o
the Trent CnScle }IoteL Had iiwestiDced andlkllew that the p4ce had been on'verred fi:ori:L a b•.'tct:nth'"<:tlnrur)' forcr $ ab o ut five years .ilgJi). From the outside it certainly looked die parc wjrh taH granite �alls and looming turrets ovedooking the d3 r� ,,\iatCl'S of Lochtrent. Bur· t he ,owners had ted eqor with theif work oit.the iittefi or: Rath tr than warm and cIClJrlv commjtlin
cab and headed
east [0
co'ming, it WI'!
.
J gor [Q my room \Illd, olways eager to I'I!S[ 3 horel' effrciency;I � by c a lling rO,om e.rvice lind 3 king for my olothes to be wnshed. lr to k forry:fi.ve minutes for the cluun bermaid to arriv� and \vhen 'be did1 slu: haQpily i n forme d me that ,lli� h,Otel would impOstD.fce approximately equivalent to the gross national product of the average third-world nation for each iteni of clothing I wished to �ve c1eo.ned.. Never one to complain, I politely declined the offer of instant bankruptcy and decided to ask the woman abo ut tJie.'possibiliry·of'an extta blanke oi: teh, is the Il:'mpe t3 tlire in' my room was hovering arourid iero arid it Wli only th e middle of the afternoon. be gummced, to bring OJie straight away; \vcl
j\l5t ;lS grim :lncl forbidding as .the outside,
··
"lI,Ild thllt was the. last I wasto see of her for iny entire ..visit. Anxiou cq Jind:some warmth, ldecided'.i:o,,try o ut the hotel sauna, sure that �()me clrv hea!' wouJd be beald,yforme. But whe n I asked tlre receptionist about die l6ca tion of this heavily 89verd eo facility; she looked at me a s tho ugh I had u want ,' she a)1pounced. 'If yo you could alway gO Ol,lt 3Jld bY)' some things; there.'s:,a lOvely sOllvenir shop six miles d own the road:' TI,e prospect wQS·: deeply unexcitihg. .' '1 9k.' 'I a,id, r clonh wa.nt to cause·. ,difficulties, but . the sauna is advertised in .' your brochure. ' '" . .' messed it tip.' lly a e r . s r te n i r p 'The she!replied, hiistikes,' h, that thing' full of • . Rather like'the ·ownei:s;J thought.to· myself . . .
2 3
4 5 .
6 7
8
9 .................. 10 1 1 12 13 14
213
ALL
In the following texts some lines ( 1 - 1 7 ) have a mistake with the verb and some lines are correct. Find and underline any incorrect verbs a n d write the correct verb form, then tick (v) the corrett lines. The exercise begins with two examples (0) and (00).
o
00 1
2
3 4 5
6 7
8
9
10
1 1
US �TR R1 �R� The Chancellor retUrned from this month· meeLing of the 'Group of Six' with news th�t int�re t cites 3re to be rised by an averago of half a percenlage po i nt ln the United Stat . WhiJe [be Chanceil r has gone in. Dallas ity marke have been feven h with rollOur of
even higher increases. Th!!' US do11ar has been laying at an all-time low for several week" and the American lIade defiojt ha been rising .
steadily. The Chairrnan or lh Fede(al R erv has been to 'Ibkyo to discuss the prob lems' ,vhlch . have &to e from presSUre in Gongres 10 tackle the deficit fIe wiH be in Japan until nex.t Tuesda .
� . ...
,
. .
.
...
,
�
.
.
wilen are A 'Of course I love you darl ing, but you taking me to meet your parent s?' but when are B 'Of course I love you darling , you bringing me to meet your parents ?'
. . .. .
. . . . . . .� ...
5
2
emerge('lcy press conference; J Juseum direCtor Alan Woods talked 'of
probably been robtJ:ed by a professional aetor as the sliver is too well-known to
16
of Roman sliver. It was found In
be soid o n the. open market; Teh museums have ' been staten "1 the laSf six months and
the niJi'Tlber has been rarslng steadily over th.e last �ew 1 926,
almost sixteen centuries beneath a �ussel< field.
20.2
..
A They're exhausted, they've been laying all morning. B They're exhaus ted. they've been lying all
having laid �ndlscovered for.
A Poor Jenny, she always ends up doing the dishes. B Poor Jenny. she always ends up making tile dishes.
-
Choose the best word in italics for each sentence. We ' d better order a taxi to bring/take us t o tile airport next week. My u ncle borrowed/lent m e the money to buy my first car. S ilall I bringltake my holiday photos when I come over on Saturday? Is there any chance of you bringing/fetching the kids from their swimming lesson tonight? The car isn't here, I ' m borrowingl/ending i t to m y sister for the week. My boyfriend went to Japan on a business trip and brought/took me a fantastic MP3 player. Can I borrow/lend your dictionary? I left m i ne at home. When m y girlfriend left me she broughtltook my entire C D collection. Would you l i ke m e to fetch/bring your car from the garage this afternoon? i s there any chance I could borrow/lend your calculator over the weekend?
morning.
6
3
A A
They've robbed the cash machine, officer. B They've stolen the cash machine, officer.
214
A I ' m afraid Steve's j u st been to Texas. B I ' m afraid Steve's just gone to Texas.
his theory that the treasures liad
years. The Benton Horde is one of Britain's most Important coflectl9As
1
. .
d isappeared from its displiy cabinet in the British Museum. At today's
15
2 3 4 5 6 7 8 9 lO
, . . .... . "
. ..
PRICELESS TReASUR� DISAPPEARS
13
5
4
. . . . . . X!1#� .. . . . ..
The Be t()n Horde, a priceless collection of ancient Roman silver, has
gang ori behalf of:a speGific coll
17
. CllOOse. t h e correct label, A or B , for each picture
..
12
14
.
.. ..
H e 's always borrowing her clothes. B H e 's always lending her clothes.
21 5
21.1C Predi cative ' . posi tion
Adj e ct i ve s Adjectives in English seem straightforward as they do not change their form except when they are compa ratives or su perlatives (� Unit 2 2 ) . But the different position s of adjectives, e.g. concerned residents or residents concerned, and the sequence of gro upS of adjectives can cause difficulty. This unit looks at these areas and at the use of participle and compound adjectives. (For modification of adjectives > Unit 23.)
X ·FFY-+lot-w-disttlfe-the -asleep-ehildrell, V Try not to disturb the children; they are asleep. Adjectives usually used in predicative pOSition:
ADJ ECTIVE PATTER N S 21.1A Form and use
ic
+
ous
history -> h istoric
danger -, dangerous
+
{i)aJ
politics -� political +
Jess
hope _., hopeless
+
able
fashion -> fashionable
+
ful
beauty -> beautiful
participles (� 2 1 .2A) interesting interested
+
+
ent
depend -> dependent
o When
home-made red-hot
+
adjective +
Adjectives usually used in attributive position: chemical, chief, criminal, elder, entire, eventual, former, industrial, local, lone, main, maximum, medical, national, nuclear, only, outdoor/indoor, principal, social, sale, underlying, whole
emphasising mere, sheer, utter adjectives
216
content, fine, glad, iI!, pleased, poorly. ready, sorry, sure, upset, (unjwel!
are some fixed p hrases/idiorns in which we use normally predicative adjectives before a noun with a special meaning, e.g. glad tidings, an iii wind, a ready wit, a sorry state, an upset stomach. Some predicative adjectives have equiva l e nt words which can be used before a noun: They are doing experiments art live animals/animals which are alive .
effect -+ effective
Most adjectives can be used in front of a noun (attributive position), or after a l inking verb, e.g. be [predicative position) : • Attributive: We 've just seen an exciting film . • Predicative: That film was exciting . o B ut there are some adjectives which we usually only use in one position. Some classifying adjectives (which describe what type of thing something is) and emphasising adjectives are mainly used before a noun [see the table below): X +Fle-plant-tky-are-btJfldiflfj-·etH:5ic!e-the-toWff-is-ehemic-l.'Jk v They 're building a chemical plant outside the town.
classifying adjectives
o There
compounds ['" 2 1 .2C)
we m a ke a brief com ment in conversation we often use what noun or how + adjective: What an amazing story! X What-€/fI1flriflg� V How amazing!
ablaze, afloat. afraid, aligM, alike, alive, alone, aloof, ashamed, askew, asleep, awake, aware
health and feelings
ive
Adjectives can sometimes act as nouns when they describe a particular group o r c h a racteristic (�\> 28. 1 B). W e usually u s e t h e definite article and a p l u r a l verb: Old people are becoming more numerous. = The old are becoming more numerous. o We cannot use the possessive 's with adjectives used as nouns or make them plural: X rhe·goverl1ment-"is ·lookiflg· {)t·the"disabled!s-preblems� v The government is looking at the problems of the disabled. x +he-JapI.'Jnese5-€fIjolf'{l-high-sfeoo€lF£i.-ef-livil1g7 v The Japanese (or Japanese people) enjoy a higl1 standard of living.
21.1B Attributive position
beginning with a
Adjectives are words which give extra information about nouns. They do not change their form to show n umber or gender: The hero was played by a young boy. Several young girls took the secondary roles. Many adjectives are formed from other words; notice the spel ling changes: +
[e.g. be, Adjectives in predicative position are usually the complement of a l i n king verb 30.2B): become, feel, seem When she heard the noise Mary became very uneasy. However, after certain verbs of thi nking and feeling (Le. consider, find, think) we can omit the linking vel'b: I consider/find him (to be) very reliable. Many adjectives beginning witil the letter a and adjectives describing Ilealth and feelings al'e not usually used before nouns; we use them in predicative position:
predicative attributive 21.1D Adjectives after nouns, pronouns, etc.
alive live/living
afraid frightened
alike
asleep
ill
similar
sleeping
sick
We use adjectives after indefinite words l i ke sometlJing, anyone, no one, nothing , somewhere, etc . : X 1!m-leeking-feF-'f:heap-f>omething, V I'm looking for something cheap . the noun Some adjectives, including some ending in -able and -ible, can follow a noun if /only: irstllast/next f the r o follows a superlative adjective They say she's the oldest woman alive. I'm afraid that's the last ticket available. Adjectives that are followed by a prepositional p h rase, e . g. interested in something. suitable for somebody (II> 1 5.5D), go after, not before, a noun: X ffie-pmjec-t-will-€lppeal-to-inter-ested-in-e€ology--student!r. V The project wif! appeal to students interested in ecology. This is similar to a reduced relative clause [II>- 3 1 . 1 G). We can a l so use a fu l l relative clause with the adjective in predicative position [tl» 2 1 . 1 C): The project will appeal to students who are interested in ecology. o Some adjectives have a different mean ing when used before or after a noun: The meeting was fuli of concerned residents. (= worried) The students concerned were a smali minority. [= who took part/were involved) I'm afraid we have opposite points of view. ( = contrasting) We used to live in the house opposite. ( = physical l y facing/across from us) The present chairman is getting on a bit. (= cu rrent/existing now)
We took a vote of af! members present. (= physically there) Responsible parents have been outraged by this show. (= cari ng/conscientious) The person responsible will be caught and punished. ( = WllO did the action) He gave us a ridiculously involved excuse. (= complicated) The president gave medals to all those involved. [= who took part)
217
PA RT I C IP L E
(-INC O R -ED) AD JEC TIV ES
We ofte n use -ing and -ed par Pos ition s as oth er adjectives (Ii>-tici2ple s as adjectives, We usu ally Use the m in the same 1 , 1 BJ : A win, even by only one goal, would be a satisfy ing result. I never find fast foo d very satisfying, Recommendations from satisfied customers got our business off We follow up every com the ground. plaint from customers dissatisfied with our service,
C ROUPS OF ADJECTIVES
We often use more than one adjective to describe a noun, The order of adjectives Adjective generally follows this sequence of categones: oed" The T4 T ', � t t' soft grey leather seats.
�,",bj";;;;� ��
\ /
The chosen song feat ures innovative use of digital sampling, The song chosen may be a disappointment to lovers of tradition al b allads,
But some participle adjectives (see
We always put the category which is most permanent or important (usua I I y ' type , or 'purpose') next to the noun:
the table belo w) can only be used after a noun: t
)( Ple6S€-di5Pese -ef-.!ifJur-Sfj£IFet;tes -iFHh
. . ate€l-s!jstenr. e-IJl:JiIder5-l:eek-eIJt-#le-fjes-heating-eflI''If{u
; ��
affected, chosen, iden tified, infected, remaining, selected, stolen
only after a noun
the tea m wh ich is losi ng) the ring whi ch had bee n lost ) We often use participles as adj ect par tiCip les to des crib e a feeling thaives to des crib e fee lings or opi nion s, We use -ing t som eth ing cau ses : It was a frightening film . ( it frig hte ned us/it ma de us fee We use -ed partiCiples to des crib id) e a feeling tha t someone expl afra I felt frightened when eriences: I watched that film . (= I was frig hte ned !1 exp o Ina nim ate objects can not erienced fear) fee ling s to des crib e the m: have fee lings so we don 't usu ally use -ed adjectives abo ut =
' .... u We don't usually use more than three 01 foUl a dJ ectives before a noun, If we wan t t0 . . we � an use additional clauses: give more Information [It's a charming small nmeteenth-ce?tury French brass carriage ciock, l .
2 I .3 B
Paired adjectives
)( ."Fh€-fepeft-iRtethe-PfifitfiflfJf il-€ eR-r'fl Ffi5h-we5-Ffither-w omefh
v The report was rath er worrying, (= that/those
The report mad e rea der s feel anx We can use iou s.J wit h par tici ple adjectives wit h a mea ning like 'the O ne/the one s that , (jo. 28. 2A , BJ. all In this pat tern we use tl7at to refer to a thin refer to thin gs or peo ple: g and those to "
tho se peo ple who are livin g in)
the one whi ch was tak en bYJ
Those peo ple tha t are (Fo r more information on partiCip les in phrase s ... Uni t 1 3. ) left beh ind .) 2 1 , 2 e We som etim es com bin e partiCiples with oth er wo Com pou nds par ticip le usu ally com rds to mak e com pou nd adjectives es last . Notice the use of hyp . The hens whe n the com pou nd adjectiv is used before a nou n: e This Japanese maple is a particularly slow-g rowing variety. Handel's 'Xerxes ' was a rarely-performed opera until relatively Interest in Latino mus recently. ic is no longer confine d to a SpaniSh-speak The marines made a ing audience. death-defying leap OVe r the cliff edge.
.
v It's a charming small French carnage ciock, made of brass and dating from the
nineteenth century,
If two adJ'ectives describe different parts of the sa �e thrng we p ut and between them, .7 X T-he-eRrome-st-eei-feffHie-fjliFltefi-IIHhe-sI:ffl,If]11t v The chrome and steel facade glll7ted 117 ' the sunlight, (= Some parts were chrome , some parts were steel.) We always use and between two COIO� � ef€h t . ShiFt-S-fer_ .JJi5-m . X T-hefleyer-s-wllI-/)e-·weaFlfIfj-blue 7 v The players will be weanng blue and red shirts for this match, . We can use and between two adjectIves whlch d escribe similar aspects of somethr. ng: ,
.
:
She's looking for a stable and long-Iasting relationship.
, When two adjectives describe contrastrng aspects of the same thing we put though between them: The flat was located 117 a �undown but central part of town.
'
The easiest route is tha t taken by Am undsen , (= Those living in tempor ary accommodation will be rehoused with (= in three months, I fee l sorry for those left behind, (=
e builders took out the antiquated gas heating system,
X f.'ve-jtJsf-B&uIJRf-t-his-n e w-m&bile-fa Ht'flstl€-Phf>ne,. . "an tastic new mobile phone, v I 've just bought thiS
Wh en We use participles adject ives, -ing participles have an act Use par ticip les have a passiveasmea ive me anin g and -ed ning : I always seem to pla y for the losing team, (= She fou nd the lost ring under the sofa . ( =
.
And we put opinion adjectives before all oth�rs.
applying, caused, disc ussed, found, provided, questioned, taken
2 1 .2B
�
r ror saIe .' small" old French carriage clock .
e-prOVided-e5h r£/ij v Please dispose of s,. you r Cigarettes in the ashtrays provided,
before or after a noun
.
opinion+size+quality/character+age+sh ape+colour+participles+origin+matenal+type+purpose
Som e participle adjectives (se e the table belowJ can be use d on the afte r a nou n: ir own before or 4)
'"
but, yet
.
or
Group therapy con be a Simple ye t effective solution to this sort of problem.
. , we usually put and before the . . posItIon When there are several adjectives in predlcatlve Using commas last one: I'm afraid the hotel was anCient, d'rty I and overpriced, and and ' t 'Ives of tile same category before a noun we can use commas With longer lists of a dJec and put and befor� the la;t adJ. e .v:� �: can simply list the adjectives: b :�d dedicated guide, I found him a fr�endIY, now/e 2 1 .3C
.
��
I found him a fnendly knowledgeable. dedicated guide,
, We don't use and before the last adl, ectlve w h en the adjectives are of different categories: . in ' -teHt'fl t e-seft, X We-eHjO!jetl-sitf -#i e s '; gf'ey-'flnd-ieGtheF-S
, g-+fI v We enjoyed Slttll7g 117 th e "antastic soft grey leather seats,
eetfr.
218 219
P ra c t i c e
Tile key
to
21 .1
word phrase in bracke ts, as in the examp le. The the correct position for the adjective or In dlcate: ibes is under lined. tile adjective/phrase descr
these exercises is on page 363.
Use the word in the box to form an adjective that fits in the numbered space in the sentence . TIle exercise begins with an example (0). o I
have absolutely no interest in /'fl/.j#«d .. .. . debates o politics 1 depend several financial criteria. 1 Entry to the single currency zone 'IS .. : . ...... 011 meeting 2 Most public car par k s now have speCial parking bays for the . . . 2 able . J yed a .. . . . . . , . , nse to fame 111 the 1 960s ' 3 John F KennedY en'o 3 meteor 4 Our "ves are ruled by " " b ureaucrats who seel11 to be answerable t0 no one. 4 face 5 It was 1110re than funny, it was absolutely " " " " . ! 5 hysteria .. effect on national 6 People claim the rise of popular culture has had a 6 eestroy Identity, 7 There are few things 1110re " " th an people who shout at waiters. 7 d i sa gree' 8 �hey say the " ,. " ",, love their pets more than their children . 8 Britain 9 I ve made l11y mind lip and any attempt to change it is 9 pOint 1 0 The sOil III thiS valley is particularly " 1 0 fertility 1 1 As a teenager I went through a very "" " " " phase b 1 1 argue 1 2 U nfort unatelY, a sense of 1110ral duty seems to be ecol11ing increasingly 1 2 fashion t Ilese d ays, ' t h 'IS part of Spain ' 1 3 Orange and lemon trees are ' ' ' ' ' ' ' ' ' ' 111 1 3>!)/enty 1 4 Two v:eeks in the Bahamas for less than a hundred dolla rs? That's 1 4' believe 1 5 There s no POll1 t carrying on, the situation is · · · · · · · "� 1 5 hope 1 6 The cOl11pass will only work when laid on a " . . . . . . . . urface . 1 6 hOrizon 1 7 That docul11entary on drug smuggling was a fine exam p Ie of " " " " " Journalism. . 17 jnve�trgatlon . 1 8 Dry cleaning is often the 0 nly " " " " , , way to deal with stubborn stains . 1 8 effect 1 9 S orne of h ·IS pathetic excuses were downright 1 9 laugh . 20 Accordlll g to recent statistics the . " " " . " have Europe's hl' gh est per capita ' IIlcome. 20 Holland . . ...
..
...
...
'
. . ... .. .
.
.
"",,
.
""
"
.
. Look at these pairs of sentences. TIck (v) those which are grammatically correct and cross (X) those which are incorrect. In some cases b oth sentences are correct.
1 2 3
4 5 6 7 8
9 10
11 12 13
220
14 15
A A A A A A A A A A A A A A A
Cost is the chief factor This is the principal ar�ument ' He had an ashamed feeling ' That's a ridiculous idea. The village has a local post office . It was sheer madness� You have a ready din er. H e h ad an alone sensation � We're building an indoor P OI ' You have very alike children ' That was a silly comment' She's a mere beginner' They are afraid peOPle � We have maximum sec rity here He's my ill brother. .
0 0 0 0 0
0
0 0 0 0 0 0 0 0 0
B The cost factor is chief. B ThiS argul11ent is principal. : elt ashamed. a Idea IS ndlculous. B The village post office is local. B The madness was sheer. B Your dinner IS ready . B e sensed he was alone. B Ile pool we are building is indoor. B Your children are very alike. B That comment was silly. B That beginner is mere. B Those people are afraid. B Here the secunty IS maximum. B My brother is ill,
�� � �
o o o o o o o o o o o o o o o
I) 1 :2 3' 4 5 6 7, 8 9
was nothi ng,{in the book . M�ny of the portraits are in the Prado Museu m. There was someth ing about her behavi our. the jury. They gave an explana tion which simply served to confuse . ntmellt i iillQ9 only the r m afraid six o'clock is to continu e for m uch longer. The state of affairs is unlikely at the momen t. holiday on is I'm afraid the person ent. They've started having late night parties in the apartm ntary. docume ing harrow at til by d offende deeply be � would Don't worry about getting receipts, the amoun ts are very small. black and rot away. 10 flower buds often turn The re
(origina l) (painted by EI Greco) (inexplic able) (involved) (availab le) (pres ent) (respon sible for recruitm ent) (opposi te) (sens itive) (concer ned) (damaged by frost)
s. Note that i n italics in this text. U n derline the correct option Study the numbe red options in t. some cases both options a r e correc
Airp o rt bell
m8tiom ReSultS of a reGe,nt survey o,f inte, ng revealed (1) 'al�nllluJ/alarmi tl air
l!tlvellers have of (2) comfort and discrepancies in the levels
o rt (1l1d service sen,jce,.provided/prqvide4 comj the world. A nd. arou J.1S air,po ng at many leadi of ) staggered/staggering 7S per cent
(4
iillerviewed thoseltlu!sdnte,rvjewed felt
provide a thllt airpOlts were failing to ient environment. effic all,d ",) ,. laxed/relaxing ed States Airports in Britain and,theUnit er than Few ism. critic r ' came infor parth;ula
in len people were fully ,(6 rvice aris/yillg with the (7}proVided service/se es . leading airpolts in these c untri
Qne
pl'Oloide.d at Re earcll
) sati:,fied/
o
point (0' th' enormbus growth in
last twenty years, a passenger numbers in the which has not trend ing (8) continued/continu ding growth in spon cori'e a in cted refle been facilities. growing By contrast, airports in the and the Pacific economies of south-east Asia faction ratings. have received far higher satis gers Many (9) questioned passengers/passen h are whic rts, airpo these that questioned felt their equivalents generally more 'modern than enhanced/ (10) ed offer lly in the West, usua g .check-infacilities and a more
airport
enhancin
compared to their plea sant environment when . competitors
r
r/keyfacto A ( 1 1) discussed key facto way in which the is rt repo the in discllssed s. The better airports deal with tlight delay with cope to s· Way d foun airports have ranging from . (12) bored/boring passengers, s. iSes:to children's activity area television10u� rs seem to (13) . Delayed/Delaying passenge
as comfortable appreciate small details such of a wide range of ty abili avail the and ng seati
passenger refreshments. (14) Affected likely to less were d e ect J f a s r Passenge were complain if their children amusing and they were able
s/
( 1 5) 'amused/
find inexpensive cafes and
bars.
to 221
2 1 .2
5
Ji
Imp rove the se sen ten ces by rew ritin g the m usin g com pou nd part und erli ned p h ras es. Use icip le adjectives to rep suit abl e forms of one lace the Word from each box adjectives and mak e any to form the com pou nd cha nge s nec ess ary to gra mm ar and word order.
b�UIri!nt
dig,tal
'car·
dr'ive .< . krjoW
colou r
··
:home
·
film
visit
manu fa cture
grow
rare � slow
1as� well
technOloti;Y
make
o Sao Pau lo is a city which is getting bigeg r veryqui ckl�. . iV r. ';d ", "/ . . . .S. ao . .... M 1+1U!• . IL l,,_ e-x...r hAu . lJf.my d:,fj. C4y. ""l1#!'. , ..... ..... ....
mave.
'
enhance
Nor thu mberla nd is a part of Eng . .. . . . land whi ch people don 't go to .very . . . . . . . .. . often . . . . . ., . .. . . 2 The y were soo n eng ulfed by the wat er whi ch was flowing very. . . . . quickly .. .. .. .. . . .. . . . . . . . , . .... 3 In rec ent tim es cha nge . s Wllich are cau sed by tec hnic al developmen.t.s have had on wor king pra ctic es. a profou nd impact 4 The oak is a tree whi ch doe sn 't get bigger veryQilicklY . . .. . ., ... . ... . . . , , ,. . . . , . 5 Aus tra lian par rot s hav e plu mage �li ch is a mix ture of bright red yellow gnd gre en. 6 The Mid land s is Brit ain' s mai n region tha t pro duc es aut omo bil� . 7 The Hub ble spa ce tele scope has pro duc ed pict ures which are improved by electronic mea ns hav e ama zed the pub lic. that 8 The re is a seg men t of the public tha t visits cine mas tha t wi/J always wan t to see cor ny adv mo vie s. ent ure ... . . . . . . . .. , .. . .. . . ... . . . ... . . . . . . . . 9 The new win g will be ope ned by a TV per son alit y who m ma nypeople have hea rd of. . . .. . . . . . . . .. 1 0 The des serts whi ch are pro duc ourselves are the mai n feature of . . . . . . . . . . . . . . . . . .. ed. by our restau ran t. . .. . . ... .. . .
. .
.
.
. . . .
.
.
.
.
.
. . .
.
. . . .. . . .. . .
..
.
. . . . . . .
. . . .
. . . . . .
.
. . . . .
. . .
.
.
. . . .
. . . . . .
. . . . . . . . . . . . . . . . . . . . . . .
. . . . . . .
.
.
.
. .
. . . . . . .
.
6
.
. . . . . . .
. .
. . . . . . ..
. . . . . . .
. . .
. . . . .
. . . .
.
. . .
2 1 .3
.
. , ,
. . . . .
.
. . . . . . . . . . .
.
. .
. .
. .
. .
. .
. . . . .
. . . . . . . .
.
.
.
.
. .
. . . . .
. .
. . . . . . . . . .
.
. . ...
. .
.
. . . . . .
.
..
...
..
. . .
. . .
.
.
.. "
.
.
.
.. . .
. . .
.
. .
.
. . . . . . .
. .
. . . . . . . . . . . . . . . . . . . . . . . .
. . .
.
. . .. .
.
.
.
.
. . . .
. . . . .
..
.
. . .
.
. .
. . .
. . . .
.. . . .. .
.
. . . . . . . . . . . . . . . . .
.
"
. . . . . . . . . . . . . . .
.
.
.
.
.
.
.
. .
. .
. .
. . .
. . . .
. . . .
. . .
.
.
.
. .
. . . . .
.
. . . . . . . .
" .
. . . . . . . . . . . . .
�
Rewrite the se jum ble d sen ten ces with the words in the correct the sen tenc e has a cap ord er. As a clue the ital letter. first word of
o terr ace d/inNictori anlThey/a/l ive/hou se/wond erful T.( 1-f;JI � Wv. � f1J:r.fJ4r fo.? Vi¢:t!r.% o/.r.� hPi#� win e/lt 's/a ncie nt/ja · · · ·
.
.
222
. . . . . . .
. . .
. .
.
. . . . . . .
.
. .
. . . . . .
. . .
. . . . . . .
.
. . . . .
.
.
. . .
. . . . .
. .. . .. ..
·,
. .
.
. . . . . .
. .
. . .
.
·. .········
.
·
·
·
.
.
..
· · .. ·
.
....·
. .
· ·
,
.
·
. .
·
·
·
.
. .
. . . .
. . . . . . .
. . .
.
. .
.
,
. . . . .
. . .
.
U
.
.
.
.
.
�
..
'
.
.
.
.
'
r/a/Greekipriceless/ce ram ic . . .... . . . . . . 2 new/a/c ent re/O ur/h as/fantastic/SChOOl/state_of_the_art/ com puter 3 sup erbltextured/th e/She/ten/s ales/fou ndl met resldarkibl ue/oflvelvet/in 4 Itali an/ it/U Pl10 lste rY/l uxu riou s/fe atu res/leat her 5 ora nge/forlstu dylW e 've/a/love Iylchosen/inex pen sive/and lwall paper/green/the . . .. .. . .. . . .. . . ... .
�
. Ti,.� b��� ·h ��· �� �i��i�;��; �·�d glass-fibre u nl �e hUlL ..... .... . · 1 2 .i:'� �f�;id �h·� �;�� ��� noisy though overcrowd e . · · · · · 1 � A ���··f�;� �f i;���� j�� ;�· �;"� P�;P���d by parliament solution . . . · . . ... · .... · . . · .. . . . ......................... · · · h ·f· ·;h� ; sponsibl e person for these crimes. 1 4 No punishment IS severe enoug or � . .. . . ·· · ··· · · . . .. : . . . . . . .. .... . . . . .. . . . . . · ;; · 15 We are an action group acting on e ha l f of parents who are lone. .. .. . . ·· .. · · · . .. . . . · ·· · · · · · · ······· · · . . . . h· ·�� · b . . . . . . . . . . . .. .. . . . · 16 It was difficult because we had to c 00 ���·�� n two alike alternatives. . . . . . . . . . . . . ... . . . . . ·· 1 7 T� li ���.��� ·�iii ·f;� d �;;��� ·����� �;ip·�ii��I� � ��f;�� l e .. · · . . .. · · . · · , ��· ���� .;�� · � �tion due to weather con ditions. 1 8 Living in Scotland viewers may expenen . .. . . . . . . . . . . . . . . . . . . ..... . .. . 1 9 K���� ;;��d ·h��· .���. i�b t�· b�· ��Ii���;d �·�d � ha " ge . . · . . .. . . . .. · : . . .. . . . · · · � ·f · 20 The movie is a moving fast accoun 0 e����s during tile Gulf War . . . . . . . . ............ . 11
...
·.
.
.
.
.
. .
�� :
C
.
.
. .
.
· ·
·
: �� : � :
. .
. .
.
. .
. . .
.
. . . . . .
.
223.
' � .� .
o
If the object of the comparison is a pronoun without a verb we usually use an object pronoun (""" 2 7 . 1 D). If there is a verb we use a subject pronoun:
C o m pa ri s o n
o When we
[I'm taller than he. ]
Gradable adjectives (I" 2 3 . 1 ) can be used to make comparisons. The rules for tile production of comparative and superlative forms of adjectives are generally straightforward but there can be difficulties with spelling, exceptions in use, and the d ifferent phrases which accompany them. This unit also describes ways of making comparisons Without uSing comparative and superlative forms, e.g. with like and as.
once:
v I'm taller than him. v I 'm taller than he is.
have two or more adjectives with more in a list, we usually only use more
[Lester and Craves were more hardworking and more determined than the others . ]
v Lester and Craves were more hardworking and determined than the otlJers. v . . . in the world. v . . in his class.
When we refer to a place or group we use in not of after superlatives. )( New-Yeffi-is.-efle-&f-the-klF§est-eit-ies--of-tche-w&flf}o )( HeCs-by-ffir-fhe-eleverest-stHtient-ef-his-€Iasr.
But in formal English we can put an the superlative.
C O M PARATIVE A N D S U P E R LAT IVE ADJECTIVES
of
phrase at the beginning of the sentence, before
Of the students in his class, he is the cleverest.
22. 1 A
B There are some exceptions to the rules of form and tile patterns of use listed above. Exceptions One-syllable adjectives ending in -ed and the adjectives real, rig/Jt and wrong form the comparative and superlat1ve with more and most (they do not take -er and -est):
Form and use
22. 1
)( l-wes-bor-edeHhefl-l-wes-.&IHhe-#ight-fe--5ydfleyc
v I was more bored than I was on the flight to Sydney.
Many two-syllable adjectives ending in
We use comparative adjectives to compare two (or more) things or people, and superlative adjectives to distinguish one thing or person from a number of others. This table shows tile forms of comparative and superlative adjectives and the basic patterns they are used In: comparative adjectives
clJeap
adjective + -er (+ than):
ending in silent -eo safe ending in a consonant + y :
omit final -eo safer change y to i: drier
adjectives with one syllable:
dry
ending in a single vowel + a single consonant: big
adjectives with two or more syllables: expensive
irregular adjectives good/bad far
old
The hamburger is
(than
cheaper
the cheeseburger).
double the final consonant:
bigger
more +
adjective:
The tJQmburger is
expensive
superlative adjectives the
+ adjective + -est: the cheapest;
The hot dog is
omit final -eo the safest change y to i: the driest double the final consonant: .
the biggest the most
more
(than the hot dog).
better/worse
+
adjective:
The cheeseburger is
most expensive.
the
the best/worst
further/farther
furthest/farthest
older/elder
oldest/eldest
Los Angeles is bigger than I expected it to be.
We can use than to introduce a clause after a comparative adjective: We can use other phrases between a comparative adjective and a than clause:
Burgers were more expensive in this restaurant than in the others we visited.
and -I, and the adjectives and stupid can have either more
-Iy, -y, -ow, -r common, handsome, mature, pleasant, polite, simple most -er -est:
and
or
and
(or (or When we add a negative prefix to two-syllable adjectives ending in tl1ey can still take and
The photographer wanted something more lively livelier). Vour son needs to develop a maturer more mature) attitude to his work. -y happy unhappy) -er -est:
o
He's the unhappiest man in the
(e.g.
world.
In informal spoken English we sometimes use a superlative adjective when we are only comparing two things, especially if the two things make a set: I've got two cars but the Mercedes is the best.
2 2 . 1 C We can use elder and eldest (instead of older and oldest) to talk about people's ages, Irregular especially people in the same family, but we can't use elder immed iately after a verb: Their eldest/oldest son went to Harvard. Mary is the eldest/the oldest. adjectives )( Mij--si5teF-i-s--efder-(than-me-jc
v My sister is older (than me).
V This is the oldest house in the street.
Note that we don't use elder and eldest to talk about the age of things: )( fflis-j.s-tJJe--eldest--hellse-ifl.-the-sEr-eet�
We use further or farther to talk about a 'greater distance': John 's house is the farther one. I've moved further away from my parents. (= further farther) Let me know i f you have any further questions. ( =
o We use
a greater distance away) with the meaning of 'extra' or 'more': extra/more) Most one-syllable adjectives can also form the comparative and superlative with more 22. 1 D or most instead of -er or -est. We usually use this form for emphaSis in spoken English: '\; Emphasis Vou should be more proud of the things you 've already achieved. ( prouder) and strength I think this is the one slJe is the most proud of. ( proudest) Comparatives can be made stronger or weaker by inserting a word or phrase in front of them: Stronger: even, (very) much, far, a lot, lots (informal), considerably, a great deal (formal) + comparative: (not
=
=
The cheeseburger's even more expensive tlwn the fishburger. somewhat +
Weaker: a little, slightly, a bit (informal), 224
The hot dog's a bit cheaper than the hamburger.
(formal) comparative: 225
We can make a superlative weaker or stronger in the same way. Stronger: by for, easily ( informal) + superlative: He'� by f�r the cleverest student in his class. (= He is much cleverer than the othe She s easily the best programmer In the company. (informal) ( She is much better1'$.) than the others.) Weaker: one of, some of + superlative: New York is one of the largest cities in the world. ( There may be some larger.) . 2 2 . 1 E To say that two things are equal we can use patterns l ike is + no + comparative 0r IS Equality not + any + comparative: . .J The fishburger is no more expensive than the hamburger. (= They are the same Prlce. The n'IShburger Isn t any cheaper than the hamburger. (= They are the same price.) 2 2 . 1 F We use less and least as the opposite of more and most. We use these words with all less and adjectives including one-syllable adjectives: •
0$
22.2D such
and
=
We can use as and such to introduce a comparison. There are two patterns: as + adjective + a + noun + as: It wasn 't as bad a result as I 'd expected. (= It was a better result than I'd expected.) such a + adjective + noun + as (or that clause): It wasn't such a bad result as I had expected. It was such a dark night that I couldn 't realfy see her face.
=
"
least
I prefer the paisley pattern; it's less bold than the others. The hot dog is the least expensive.
4) But
in informal English we usually prefer to make negative comparisons of this kind with not as . . . as (II>- 2 2 . 28): I prefer the paisley pattern; it isn 't as bold as the others. 2S.4A, B . )
OTH E R TYPES OF COMPA RI SO N 2 2 . 3A We can describe how something increases or decreases by repeating the same Rrogressive comparative two or sometimes three times, putting and between the forms: Her visits to the country to see her son became rarer and rarer. (= increasingly rare) comparison As the ilfness progressed tile patients grew more and more detached from reality. Marching into the sunset, tile figures became smaller and smaller alld smaller.
," 2 2 . 3 8 To describe how a change in one thing causes a change in another, we can use two c6mbined comparative forms with the. Note the use of the comma after the first clause: The longer you leave it, the worse it'll get. cOl!) parison We sometimes omit the verb be in the clauses: The more sophisticated the product, the more substantial the potential profit.
(For the use of more/mostlless/feast/ with nouns �
22.3C
ADJ ECTIVES WITH AS, SO, TOO , ENOUGH AN D SUCH
2 2 . 2A as ' " as
We can say that two things are equal by using as + adjective + as. (Also II>- 2 2 . 30):
Contrastive com parison
The hamburger IS as expensive as the fishburger. just:
We really shouldn't have gone; it's just as bad as I predicted it would be!
I 've had just about as much as I can take. She's nearly as old as I was when I got married.
22.2B not a s . . . as
We make a negative comparison with not as/so + adjective + as: The hot dog isn t as expensive as the hamburger. (= The hot dog is cheaper.) We can modify this comparison with nearly or quite: The hot dog isn t nearly so expensive as the cheeseburger. (= It is much cheaper.) The hot dog isn t quite as expensive as the hamburger. ( It is slightly cheaper. ) In Infonnal spoken English we can use not anything like, nothing like or nowhere near + as + adjective: '
'
'
=
The fishburger isn 't anything like as expensive as the cheeseburger. The fishburger's nothing like nowhere near) as expensive as the cheeseburger.
so,
(or 2 2 . 2 C We use another type of 'comparison' when we describe the result of a particular quality too and or characteristic. We can use several structures: enough so + adjective + (that) clause: I'm afraid I can 't identify her. It was s o dark (that) I couldn 't see her face. (= It was very dark. The result was that I couldn't see her face.) too + adjective (+ for/to phrase): It was too dark (for me) (to see her face). (not) + enough (+ for/to It wasn 't light enough (for me) (to see her face).
adjective
phrase):
A more formal alternative to these forms is so + adjective + as to phrase: It was so dark as to make it impossible to see her face.
226
We can also use not so much . . .
as
or rather than:
I'm not so much disappointed as sad. Her eyes are green rather than grey.
We make this comparison more emphatic with
To say that things are almost equal we use just about, about, almost or nearly:
X J.Cm-seddeF-t-heFHiisft{JfJeilttech v' I'm more sad than disappointed. Her eyes are more green than grey.
When we contrast two related q ualities, we always use more (not -er):
like
2 2 . 3D We often describe something by comparing it to something else which has similar and as qualities. These comparisons are known as 'similes'. There are two forms: as + adjective + as:
Listening to her was about as interesting as watching paint dry. as: She looks white as a sheet. ) like +
(In informal English we sometimes omit the first noun or verb phrase:
The cruise ship was like a skyscraper lying on its side.
There are many idioms in which we use these two patterns:
You 're as white as a sheet; I think you 'd better see a doctor. I feel ful! of energy today - I slept like a log last night. o like as)
We use (not before a noun when we are making a comparison between two things which seem similar:
X ·yetl-ieelHls-a-man-w/7o!-5--5€eF/-e-gfiestJ. v' You look like a man who 's seen a ghost! When Mike puts on his dark suit he looks like a waiter. (= 4) as like)
He resembles a waiter.) We use (not before a noun when we are describing someone's job, role or identity, or something's function: X SimOl8-weF!fing-lilfe.-a-waiteF-d-t:fI'ing-the-5iimtfleF-Ve€£1#en7
(This is his jOb.) (This is its function.) 4) We can also describe something by comparing it with something similar without using like or as; this is known as a ' metaphor': v' Simon 's working as a waiter during the summer vacation.
Use your payroll number as a password for the computer.
We hope the n e w treaty will form a bridge between our two nations. (a bridge
metaphor for a link) Metaphors are common in poetry and literary English :
Sometimes too hot the eye o f heaven shines. (eye o f lleaven =
=
metaphor for the sun) 227
P racti c e 1
22. 1
The key to these exercises is on page 364.
'''';'-
Fill the gaps with appropriate comparative and superlative forms of the adjectives in the box. Add and the if necessary.
than
d r.y
keen ,'bad
fat
.
b ig
bored
pretty
:gOod
wet
sea'red
lOose
wrong real
� rar
tidy
I'm rather worried about the side effects of aspirin. Can you recommend a . . . . . . x1ir. . . . . alte rnative? I And now we come to the award for . . . . . . . . . . actor in a leading role. 2 It's been raining non-stop. I woul d n 't be surprised if this turns out to be . . . . . . . . July on record ! 3 The authenticity of dialogue and setting often makes low-budget films seem . . . . the somewha t artificial version of reality in H o l lywood movies. 4 In medieval times people rarely travel led long distances. For most peasants . . . they would ever travel would be to the local market town. 5 In our stUd y children .on a d iet h igh in dairy products tended to be considerably . . . . . . . . . . average. 6 Now that I , m employmg a cleaner the house has become a lot . . . . . . . . . . it ever used to be! 7 This skirt's much too tight on the hips. I need something with a . . . . . . . . . . fit. 8 DiCaprio was awfu l ! I think that's . . . . . . . . . . performance I 've ever seen h i m give. 9 I don 't m i nd the Med iterranean s u m mer because it's a . . . . . . . . . . heat than you find in the tropics. 1 0 They say the great pyramid at Giza is . . . . . . . . . . structure to survive from the ancient world. I I I like all Mozart's operas but I think Don Giovanni is the one I am . on 1 2 We inh erited two paintings from my grandmother. Of the two, I'd say the landscape is 1 3 I know a l l murder i s wrong, but don't you agree that it's . . . . . . . . . . to murder a child than to murder an adult? I L, . . . . . . . . . . I 've ever felt was when Joe and I were flying over the H i malayas and we hit a storm; it was absolutely petrifying. 1 5 That play was so tedious. I was . . . . . . . . . . watching that than I was when I spent three 110urs trapped in that l ift last year!
o
Match each sentence ( 1 -7) with a sentence with the same meaning from A-C . 1 2 3 4 5 6 7
It's s lightly cheaper. It's much cheaper. It isn't anything l i ke as cheap. It's j ust as cheap. It's by far the cheapest. I t isn' t quite as cheap. I t isn't as cheap.
A
It's considerably more expensive. I t 's the least expensive. C It's more expensive. D It's somewhat less expensive. E It's no more expensive. F It's s l ightly more expensive. G It's nothing like as expensive.
B
he best explanatio n, A o r B . Tick (iI)�t h e m e n u aren't nearly a s expensive as I expected. I The prices o n t little cheaper than I expected. a are s Price A B Prices are m uch cheaper than I expected. any more reliable than the old one! 2 It loo ks as if your new car isn't A Both cars al'e equally u n re liable. B The new car is slightly less reliable than the old one. least successful. 3 0f a l l the teams in the league, theirs is the A Thei r team is the most unsuccessfu l . B Their team i s less successful than some o f t h e others. ever. Ii TIley said it was one of the most powerful earthquakes A No other earthquake was as powerfu l. B There may have been more powerful earthquakes. year's. 5 he new tax regulations are somewhat more rigorous than last year's. last than rigorous more ch u m are regulations A The new 8 Last year's regulations were s l ightly less rigorous. brochure claimed. 6 I have to say that the hotel wasn 't q u ite as luxurious as the A The 110tel was m uc h less l uxurious than the broc h u re claimed. B The hotel was slightly less l uxurious than the brochure claimed . 7 'Tll is is b y far the best seat i n t h e plane. There's loads o f legroom. A N o seat i n tile plane is better. B Other seats may be equally good. S She isn't anything l i ke as snobbish as you said. A She is less snobbish than you said. B She i s n 't snobbish. 9 I'm afraid your figures are n o more accurate than the ones Rach e l gave me. A Your figures are less acc u rate than Rachel's. B Your figures and Rachel's figures are equally inaccurate. 10 As far as Daniel's job is concerned, thi ngs are about as bad as they can be. . A Daniel's job could get worse. B Daniel's job COUldn't be any worse than it is.
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
Complete each sentence so that It means the same as preceding one(s). Use the words i n brackets b u t do not change t h e words given i n a n y way. o As students get closer to their exams they become more nervous. (the . . . more)
The closer students . . . .3¢..tp. .t;M.if. 4'x.
thq..b.w.�. .......... ...............
. .
2
3 4 5
228
�f")
" --J---J' :
22. 1 , 22.2
.
.
. .
. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .
.
. . . . . . . . . . . . . . . . . . . .
.
. . . . . . . . . . . . . . .
.
.
.
..
.
. . .
.
. . .
.
It wasn't as . . . .
229
AL L
6 S h e 's slightly a ngry but she's very disa p pointed . (than) She's . 7 Approaching the churc h , we noticed the sound of the bells becoming increasingly loud. (and ... and) Approaching the c hurch , we noticed the sound of the bells . . .... . . . . . 8 As dogs get older they become less aggressive. (the less) The older dogs 9 My son can't get a place at kindergarten because he's too young. (enough) M y son isn 't . . . . . . . . . . . . . . . . .. . . .. . . . . .. .. .. . . . .. . .... . . .... 1 0 Their remarks were only slightly insulting, but they were extremely inaccurate. (not so much) Their remarks . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .
5
22.3
.
. .
. .
.
.
.
. . .
.
.
. .
. .
.
.
.
the whole Use only one word for each space ( 1 -2 0 ) , Read through ��....". Ielte the following article. (0). e l p m exa n a with begins IIl!l before you begin writing , The exercis e
. . .
CON SUM ER REP ORT
HAIR - CO ND ITI ON ER S
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . ,
. .
. .
.
. .
. .
. . .
.
. .
. .
. . . . . .
. . . .
.
. .
.
.
.
at �; this. week's COnSUmer test 'f'le'�e been lookinghair
'.:
Match the situations ( 1 - 1 5) with the similes (A-P) , Then use the similes to rewrite the sentences, . You may need to use a good dictionary for this exercise, •
A l i ke B l i ke C l ike D l i ke E l i ke F l i ke G l i ke H like
o 1 2 3 4 5
a a a a a a a a
cat on a hot tin roof t ro oper l a m b to the slaughter bull i n a c h i n a s h o p bear with a sore head
log
c h imn ey rocket
I J K. L M N
l i ke hot cakes as a fiddle as a fe at h e r . as ice as t h e g rave as a sh e et as a mule
{f.J.Hp.iffl.t.0j�:.if..t¥.(l/4.q.!..rty..lrj.{!�.
6 My grandmother may be 85 but she's incredibly fit and healthy. .. . . . . .. .. . . . . . 7 Do you feel all right? You ' re very pale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 He's terribly nervous, he can't keep stil l for a moment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 She's in a fOUl mood this morni ng, shouting at and arguing with everyone. . . . .
.
.
. . . . . . . . .
. . . .
.
. . .
.
.
. .
. .
Our new car goes really fast. M y new flatmate never stops swearing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Once the lights were out the dormitory became eerily quiet. She doesn't need to diet, she weighs hardly anything l . . . . . . . . . . . . . . . . Once the old m a n has made his mind up he never changes it, whatever you say.
1 5 These new mobile p h ones are selling amazi ngly well.
gave them to our panel of ordinary consumers to try for a month,
.
. . .
. .
.
expensive of the three brands. But, surprising ly, price (3) ........ . . s no guide to quality as this brand was brands. On the m
Vitabalm *
.
10 l I 12 13 14
brands: Supremesoft, Vrtabalm and ActiveSh/ne, and
At $2,99 for 250ml Supremesoft is the (2) , .........
Stonehenge is incredibly ancient. more t h a n 4,000 years old. She's a heavy smoker. . . . . . . . . . . . . . . H e 's incred i bly clu msy a n d often breaks things. I slept really soundly last night . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . It's absolutely freezing i n here! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S h e so naive, she doesn't realise what a dangerous situation she's going into.
.
the (0) "" '�st: .. . , popular choices of competing conditioner, We chose the three (1) . .. . . . .. . .-sel ling
Suprem�soft **
p �
0
....
.
rs thought the Vrta.balm is, the (7) .... ; ..... of the tested brands ($1.99 for 250ml). Our consume r had what one conditione the and others the .......... (9) attractive .......... (8) wasn't pa�kaging as the others in tester described as 'a rather chemical smell'. It was (1 0) .......... as effective rich enough (1 1 ) ........ . . wasn't it that found hair dry wil;h testers but h�ir, led withta�g dealing harsh to be useable . give'their hair any'extra body. And everYone agreed that it was (12) .......... on a daily basis,
ActiveShine * * *
a strong smell, rather This brand ememed as tl:le(1 3) .......... aJ!-round value for money. Irhad as to be off- p utti n g . g stron .......... (15) not was the'smell but cream, (14) ......... : anarltisep.t!c and it was hair dry with as Testers fbund that it was just as effective w,ith.gtsasY hair (1 7) .......... a have doesn't ine Active�h hair. f1�way with ul successf rnost (16) . . . . . ..... tar tne used it, the they more . . . .. . . . . . that.(18) foond rich c;ompO$ltlOn as Supremesoft, bUt our.lesters as effective just be to ed consider w� it so . thein,air ori effeqt the le (1'9) :.;.:: . .., hotloeab ' , ' �.. . . (29)., . :.�;:.:: :�1he others in the long term. ' . three-star rating. So, at around $2.50 for 250ml Active5hine receives this month's
230
231
There are several other modifiers which we use to strengthen the meaning of these adjectives: so . rather, really , extremely, terribly, most (formal ) . pretty ( infor m a l ) :
G ra d a b l e a n d u n gra d a b l e a dj e c t ive s
Last night's match was terribly exciting. I felt pretty upset after the accident.
Adjective s are 'describin g' words. Most adjective s have a meaning which can be made stronger or weaker; these are cal led 'gradable adjective s' . Other adjectives have a meaning which is extreme or absolute and cannot easily be made stronger or wea ker. These are called ' u ngradable adjectives ' . The d ifferences in the way we use these tw o kinds of adjective s can cause problems even for advanced students. This unit loo ks at' these different types of adjective a nd the ways i n which we can modify their meanine. (For adjective use in general � Unit 2 1 ; for adjectives used in compariso ns � Unit
22.)
(formal) We often use less common adverbs to modify certain gradable adjectives. Although very i s commonly used to strengthen any adjective, your English will sound more fl uent and natural if you learn to use other combi nations of adverb a n d adjective: I was bitterly disappointed at my exam results. My brother is painfully shy.
The students in t/lis school are highly intelligent.
23. 1 C
Gradable and ungradable adjectives
t
gradable adjectives
�
ungradable adjectives (limit of the scale)
free
I 've been feeling slightly dizzy all morning.
freezing
cold
(not very cheap) (a bit expensive) expensive
large
hot
small
boiling
minute/tiny
(very expensive)
(informal)
(forma l ) I n conversation, a bit i s a useful way to m a ke a critical remark m o re polite: The police reported that the man was somewhat inebriated.
You 're a bit overdressed, aren 't you?
vast/enormoUs
(very cheap) cheap
priceless
Gradable adjectives can usually be made weaker by the words fairly . slightly, a (little) (informal) and somewhat (forma l ) : My friend was a bit drunk .
Gradable adjective s represen t a point o n a scale. For example, cheap and expensive � adjectives on the scale of ' h ow much something costs ' . Ungradab le adjectives represent the l i mits of a scale (I>- 2 3 . 2A below) ungradable adjectives ( l imit of the scale)
Note that we can often only use certain adverbs with certain adjectives (for commonly used combinations � 23 .4). bit
M O D I FY I N G G RADABLE ADJECTIVES
23. 1 A
( i nformal)
The c/1Opter o n the early sonnets was most instructive.
We can use not very and not at all to weaken gradable adjectives after the verb be: The end of term test wasn 't very long and it wasn 't at all difficult.
23. 1 D quite
We can make comparati ve and superlative forms from a l l gradable adjectives :
With gradable adjectives quite usually means 'fairly' but c a n have other meanings. The d ifferent meanings are o n ly apparent i n spoken English as they are dependent on stress and intonation: Tile lecture was quite interesting. ( u n m arked = fairly interesting) quite interesting (stress o n adjective = more i n teresting than the speaker expected) flMill:. interesting (stress o n adverb = less interesting than the speaker expected) (For quite with ungradable adjectives lit- 2 3 . 2B.)
MODI FY I NG U N G RADABL E ADJ E CTIVES
23.2A
Ungradable adjectives (e.g. enormous, vast , tiny, priceless , free) have a meaning which represents the limit of a scale. For examp l e the l i m its of the scale of ' h ow m uc h something costs' (II> t a b l e i n 23. 1 A) a r e free ( = it costs nothi ng) a n d priceless ( = i t s cost is too great to be counted). Ungradable adjectives are not u s u a l ly used in comparatives and superlatives (but ... 2 3 . 2D). and we d o not use very to make t hel1l stronger: V' The
)( The Ming-veses'aFe 'fJWFe"pFire/ess -t-hen,·the fgyptian nwmmies. Ming vases are more valuable than tile Egyptian mummies.
V' Entrance to the museum is absolutely free. )( EntreRc� ta-t-he ·musetlm, is, very free.
23.2B
A com mon way to i n tensify the meaning of ungradable adjectives is with the adverb We lise this device to add el1lp hasis in spoken and i nformal English; i t is not common in writing:
absolutely .
I couldn 't swim in the sea; the water was absolutely freezing. The show was absolutely fabulous.
23. 1 B Strengttlening the adjective
232
We can make gradable adjectives stronger with very , but not with the adverb absolutely :
)( That-new jx/-;eHoa/-; ( s, abselutely eKpens;ve: V' That new jacket looks very expensive
When we use quite with u ngradable adjectives, it has a similar meaning to 'completely', emphasising the strength of the adjective: The tenor's performance was quite amazing. You 're quite correct.
233
C O M M O N ADVERB + ADJ ECTIVE COLLOCATIONS
Although we use absolutely with many ungradable adjectives, there are some adjectives which are never intensified with absolutely and some where we prefer to use other intensifying adverbs such a s completely , totally and utterly . There are no grammar r Ules which explain these combinations so it is best to learn them as vocabulary Items
These collocations are taken from the British National Corpus. ( Below, 'sb' and 'sth ' = something . )
(!!to- 23,4).
adverb
I 'm afraid your answer i s completely wrong. Since the accident Henry has been totally deaf in one ear.
bitterly
+
a most
before ungradable adjectives used before a noun:
completely
Hilary has a most amazing hairstyle.
2 3 . 2C almost, nearly ,
etc.
adjective cold, disappointed, divided, hostile. humiliated, hurt, opposed, resented,
acclimatised, alolle, different, drained, empty/full, extinguished, immune
(= honest) ,
(fromlto sth), incapable (of sth), incomprehensible, lost, negative, new, open (with sb)
We do not usually make u n gradable adjectives weaker by using the modifiers fairly , slightly , a (little) bit, somewhat or not very : )( Their favourite p
deeply
ashamed, attached (to sblsth)
(= strong feeling for), conscious, conservative.
indebted (to sb), ingrained, in love with, involved, involved (in sth), lamented, meaningful, moving, religious, rutted entirely
absent, beneficial, clear, different, false, fitting, free, global, impersonal, loyal, new, obvious, serious, unconvincing, unexpected
heavily
The battery in my calculator is almost dead.
armed, booked, built, censored, criticised, embroiled (with sblsth). flavoured, guarded, involved (in sth), muscled, polluted, populated, protected,
After six months with the disease he was nearly deaf and virtually blind.
publicised, regulated, represented, scented, soiled, taxed
Because ungradable adjectives represent the limit of a scale, they are not usually lIsed in comparatives and superlatives. However, in spoken English many 'ungradable' adjectives can be used gradably when we are comparing similar things at one end of a scale and can then be used in comparisons:
hideously
bad, burnt, deformed, disfigured, disfiguring, effective, embarraSSing, expensive, injured, lurid, mangled, scarred, swollen, ugly, unhygienic
highly
commended, contagious, controversial, critical, dependent, developed, educated, enjoyable, flexible, intelligent, mobile, paid, personal. polished,
I 've never been more exhausted than I was after the New York marathon.
political, popular, publicised, qualified, recommended, regarded, relevant,
That was the most delicious meal you 've ever cooked!
With comparatives of this type we often use still more or
overlooked, revised, rigilt/wrong. untenable
depressed, disappOinted, disturbed, divided, embedded, embittered, hurt.
He never turns the heating on - it 's practically freezing in there.
2 3 . 20 Comparatives and superlatives
somebody
resentful, upset
Susan was utterly appalled by her husband's dishonesty.
We can also use
=
resistant, respected, significant, skilled, specialised, technical, toxic, trained,
even more:
unlikely, valued, volatile
Their house is even mare enonnous than Richard 's l
painfully
acute, aware, evocative, learned, loud. obvious, self-conscious, sensitive, shy, slow, small, sparse, thin
MODI FYI NG ADJECTIVES I N I N FORMAL ENGLISH 2 3 . 3A really, real,
etc.
perfectly
There are several modifiers which we use with both gradable and ungradable adjectives . .' to make their meaning stronger. The most common in informal English is really : That film was really exciting. It's really freezing in IJere!
I n informal US English
real
nice and
and
good and
o We
dead
totally
bleeding)
usually do not use these colloquial modifiers in formal English:
[Her Majesty was dead interested ill the traditiollal Maori dancing. ]
23.3B
234
damaged),
iii, impaired, rich, threatened,
abandoned, abused, alien, anaemic, decent, destroyed, different, inadequate, incompetent, integrated, irresistible, logical, new, normal, overpowering, stiff. surprising, unacceptable, unbelievable, undefined,
can be lIsed
The rollercoaster ride was dead scary.
Gradable and lIngradable
damaged, exposed, hit (=
embarrassed, harmless, homogeneous, honest, impervious (to stlJ),
can be used to intensify many adjectives:
and a number of slang words (e.g.
(= appropriate), formed, genuine, good,
straightforward, understandable, valid seriously
Tile 110tel was nice and clean. I 'll come when I 'm good and ready.
In very informal English, as intensifiers:
arranged, balanced, capable, fitting
healthy, normal, placed, proper, rational, reasonable, (all) right. safe, still,
undermined, wealthy
can be used instead of really:
That watch looks real expensive.
Expressions such as
.
unjustified, wasted utterly
abandoned, alone, appalled, careless, dejected. destroyed, devoted (to sb), different, disastrous, fearless, futile, impossible, irresistible, lacking, ruthless, tragic, unacceptable, ullattainable, unquestioning, useless, wrecked
[The bank is really sorry about having to refuse your application for a 10al1 . 1
Some adjectives can have both gradable and ungradable meanings, depending o n . whether the speaker feels the adjective describes an absolute quality or one whicll IS relative to something else: I 'm afraid tlJere are no rooms - the hotel is full. (ungradable = completely full) The hotel's very full but I think I call get you a single room for tonig!Jt. (gradable = has many guests but tilere is still some space) Other adjectives l i ke this are: empty , beautiful, black , delicious, new, possible. 235
Ti!e kell t(l Ulf'se f"."Ycises
Pra ct i ce 1
is on
iJoQe 564.
R ead the article below and decide which word (A-C) best fits each space ( 1 - 1 0) , The exercise begins with an example (0),
Fakes found in major museums
23. 1 . 23. 2·
box will contain ten adjectives. Put each adjective into the correct box below. Each amazing expens ive
extinct large
cold
correct
,
es ungradab le adj.e ctiv_ ____
_ _ _ _ _ _ ._ _ _ _
1--
Oscar White Muscarella, a
enormous exc i t ing fascinating freezing good interesting huge m i n ute paralysed shy sick ugly
attractive
dead
4
'
3
236
45 in his own
. British Museum and
(1) .
a bit
�
absolute ly
highly
fabulous ly
..
the back of the forgery they can look
(8) . . different from the original. Bm (9) .
objects which have been sitting in
luminesc�nce, laboratory art;, fakes.
ancient Middle East, and this is the
(4)
...
.
their collections for many years.
area of archaeology in which he has
simple, Because
we.re found by amateurs and illegally
found 50 many forgeries, But his research has had the effect of
undermining the reputation of some
( 10) ... regarded
exported from their countries of origin
of our most
documented history. Museums are
concern to anyone who values
,they have no official provenance or painfully
(5)
...
..
conservative and hate to question
Muscarella specialises in the
many of the objects in our museums
'
.
e�derlcdbr his c1alrris, 5ho�ing that
forgeries is
' .
(7) . ,
obvious as they are often copied from
OVer 40 per cent of the o�jects
The reason for the quantity of
ing. This new comput er game sounds interest . h c i r s i d boyfrien new H i lary's
especially if they are accurate copies.
But in fact many forgeries are
museum officials tend to be
examined ' by' the Oxford Thermo
stiff . . . . . . . . . . . . . . . . . . . Be careful changin g gear: the gearstic k's erable. The inscript ion on the tomb was indeciph bloodth irsty, . . . . Many of the I nc a religiou s ceremo nies were
..
(2) . opposed to his arguments. But
' Muscareliit ,has (3) ." good scientific
. The dress I bought yesterda y i s damaged . . . These days m o b i l e phones are inexpen sive.
(6) ,
a photograph which only shows the
by some museu'in officials who are
fairly
impossible. to detect forgeries,
front of an object, When examining
..
somewh at
very
of this embarrassing
institutions, and this should be of
cultural heritage,
Ollr
Victory i n o u r n e x t game s e e m s u nlikely.
23. 1 -23.3
,�
A US
1
16 in the
forgeries in the Louvre,
ea�lier c1ai�s have b,eeri heavily
"
labels may be used more than once. Match the labels (A-D) with the sentenc es ( 1 -6 ) , Some
2 3 4 5 6
art galleries, In his latest
museum in New York, Muscarella's
Make these sentences stronger: 5 Jane's flat was freezing last n ight. 6 7 8
written records before accepting or
book 1v1lIscarella specifically names 37
Make these sentences weaker: 1 2 3
buying antiquities. This makes it
museums and
e , making it either stronger or weaker Use the words in the box below to rewrite each sentenc The exercise begins with an example (0), only. once word each Use ions. instruct the to g accordin
o
more than 1,250 forgeries are on display in the world's leading
gradable adjectives
problem and as a result they have
been known to overlook the lack of
Metropolitan Museum, claims that
2 B1JEmJ�� virtually
(0) ...
respected archeologist at New York's
English
B
formal
C
informal
We were wearing tile same outfitl It was dead embarrassing. The cave paintings were real impressive. I thougllt Dave's behaviour was a bit bizarre last night. The professor's lecture was most i l l um i nating. Francis Bacon 's later works were somewllat disturbing. Tilese new engines are pretty rel iable.
D
very informal
0
1
2 3 4 ' 5
6 7 8
A A A A A
absolutely discussed perfectly
'.
B V i rtually
a bit
B entirely
heavily very
criticised
rather
C
real l y
C
somewhat
C
B u n derstanding
very
completely
ve ry
C
C
B absolutely B quite
virtually
A conscious
.A A A A A
B rejected
B highly
bitterly
e
® highly
C C
deeply
C
deeply
pretty
B absolutely B dead
B highly
C
C
aware
a l most
absolutely
237
ALL
Six of these sentences contain mistakes. lick (v) the correct sentences. then find the mista kes , and correct them. 1 2 3 4
5 6 7 8 9 10
6
We thought the state rooms in the White House were real i m pressive! I ' m afraid there's nothing to eat; the fridge is very empty. The tour bus is completely ful l so I 've only got six seats left to offer you . I love these 'awayday' tickets; they' re nice and cheap. We chose the hotel because it was very recommended by o u r neighbours. If you were really serious about your studies. you would have given u p that evening job. Everyone in our class loves Jackie - she's dead friendly. Jack was a very b u i lt man with massive shoulders and a menacing stare. I found the funeral ceremony absolutely moving. The A m bassador wou l d be really delighted to accept this honour on behalf of the President.
BARCELONA
This box contains eight groups of gradable and ungradable adjectives with similar meanings. There are four adjectives for each group i n the box below. Complete the gaps In the table. The example for nice is provided.
a nnoyed boring ..bFiIIi1!TIr del)\ilh}ed , diminutive ' dlvenlng c eogaging . exhilarated � falTliShed ' � testft!" tascl..,.rtJna I}Irlous �appy hungry . interesting irate irritated little .. � minute ravenous starv!", stultifying tedious " tfny . : unc6mmon , unlnt! resting unlq�e unusual .
ecsta .
.. .
2 3
4 5 6 7
8
dull small a musing rare angry nice pleased peckish
. . . . . . .. .
.
........
.. . .
,
.
..
... . .
.
.. .
.. ..
xxx xxx
...
xxx
..
. . . ..
. . . . . .. . .
. . . . ...
.
.
.
·........
'.·u • • • • • • • • • . "
.... ..
::::��::: .
ungr'i!dabJe ,adJ«;ctlv�s .
. . . ..... ........
.
:,l;' �(�;< ' ..:..{'!" <�,::,. ; " ,,/.:. ;,�'' . '(.\,' .� ' .'.,:�",::; ':� ,\
....
• • •• • • • • • • • • •+ • •
�rce
,
gradable a dj ectives
,
.... .
.
..
XX)V
.jOO( xxx·
,
';i:;;;I.-')
' ;
" _< "
. _"
..
..
., '
:I:! , �)'.
' 'i$i iH�Hi.: ".� , ;�:�. ,.:,,��,.�·'A i�ti;�; �:�·h '.',�.;:�\·:� .;'......�
,'
: :'M:. ' " �l ', ' . , ."'t�.'t.�:.���:\il"'" ;�.�',:': ;�.t,�\�.�:·'1<·:,�,·�,·��,; .'
"
�, • • • • .-.:
" , ;>
!
"
writer of this letter has made mistakes with some of the adjectives she has use d . Find the lIIISta kes and substitute suitable alternative adjectives from the table in exercise 6 . You can only dlange the adjectives, everything else must remain the same. There are 1 4 unsuitable adjectives lit the letter. including the example. HOTEL PALMERA
-
ALL
. ,
.
·
•...
;
6
7 8
. c. . . . .. . . . . . . ,· ••
..
� . . , '-
De"r SUSal!! f1a, /ti.ivil1q al1 absolutely�tiWie here il1 Barcelo/lftt. The weather has beel1 ' ;'I
••..
.
f
238
.�
by.
ttl1Ywlt'{, 1 ifope thinqS arc qMlq we/I at tife office, althouqh 1 cal1't Say ( WI very c)(hrlarated at the thouqht of qeffil1q baCk there l1e1:1' weekI Lots of love
J�cI
o There are a
few adjectives which l o o k l i ke adverbs, e . g . friendly , lonely , cowardly (Ii> Unit 2 1 ) . We cannot make these adjectives into adverbs i n tile usual way. We use alternative words o r phrases, or the adjective with manner or way: )( He left' EoWflFdlyly, sneaking -out the b£lck door, ..... He left like a coward . . . ..... He left in a cowardly way . . We use some common adjectives a s adverbs i n informal conversational English , although some speakers consider tllis i n correct:
Adve rbs Adverbs are words which modify o r give extl'a information about verbs, adjectives, other words or whole clauses. This u n it examines the form and use of adverbs, including adverb pairs with very similar forms, as well as adverbs and adjectives with the same form. This u n it also looks at the position of adverbs which modify verbs and at tllose adverbs which convey a viewpoint or attitude. or mod ify a whole sentence.
( They sell things very cheap in that market. j
In informal US English
real
Sl7e 's a real nice girl.
FORM 24. 1 A Forms of adverbs
not formed from other words
just, well, soon, too, quite, still
fixed phrases
kind of, of course, at last
24. 2A Modifying, . and add ing Info rma tion
good
can be used instead of really a n d
well:
+
-Iy
noun/preposition -ward(s)/-wise
compounds
+
times
.•
A key use of adverbs is to add information about the time. m a n ne r or place of a n action or state described i n a sentence ( 1<" 2 4 . 3 ) : H e /Jit the ball hard and this time i t flew into the back o f the net.
sometimes
Note that we can use noun p hrases (this time) and prepOSitional phrases ( in to of the net) as adverbs. We can use adverbs with as , so, too, enough, etc . :
I n some cases adverbs have the same forms as adjectives: i n other adverbs are derived from the same adjective:
Some adverbs are used in conversation to show the speaker's attitude (Ii> 2 4 . 4 8 ) . We missed the bargains because we didn 't get tilere soon enough.
close. dead, fast, fine, long, low, pretty, short, straight, wide, wrong
Common adverbs from the same base, with different meanings:
late (= not on time/not early) The plane arrived late due to bad weather. high (= to a great height) He lifted it high over his head. hard (= with a lot of effort/severely) He braked hard when he saw the cot. rigM (= direction/correctly) Tum right at the crossroads. Try to do it right this time I
free (= without paying) We got into the concert free! deep (= to a great depthfdistance) We explored deep into tile jungle.
directly
the back
She performed so enthusiastically that the judges overlooked her inexperience.
Adverbs which have the same form as adjectives:
direct (= without stopping) We flew direct from La Guardia to Houston.
pretty , can modify another adverb:
In our school roughly fifty students /Jove mobile phones.
-. homeward, after -. afterwards, price - • pricewise,
+
really , almost, quite.
Her news came as quite a shock.
health ... healthwise
some
I thought his answers were pretty good on the whole.
Some adverbs, e.g.
Certai n adverbs, e . g . quite. roughly, about. approximately , can a lso mod ify following noun phrases, prepositional phrases and n u m bers:
tragic .• tragically, excitable ... excitably, eas!l " easily, real • really
IlOme
The most common use o f adverbs i s to m o d ify adjectives; t h e adverb usually comes before the adjective:
T/Je Frencll team did really well in the first round.
formed from other words
24. 1 8 COllfusing fOl'l115
and
The team 's running good this season.
USE
Some adverbs are not derived from other words , while others are formed by adding suffixes (e.g. -Iy) to other words, or are formed from groups of words. These are so me common examples of adverbs (note spel l i ng) :
adjective
/) I
--,- .I
>"
(= immediately/very soon)
24.28 USing . adverbs i n
,
Don't go. / 11 be with you directly.
lately (= recently) She's been rather ill lately.
rightly (= correctly in my opinion) The tribunal rightly condemned the war criminals. freely (= without limitation or control] Sheep roa m freely over tile hills.
deeply (= thoroughly) I 'm deeply aslwmed of my bellOviour.
more
and
most:
Of all the relatives at Gran 's funeral I tllin k Uncle Ralph felt her loss most deeply. Adverbs which do not end i n -Iy take the same comparative and superlative forms as adjectives (. 2 2 . 1 A): In the lottery draw red balls seem to come up more frequently than yellow ones.
If y o u tuned th e engine more often the car would go faster.
Note that the com parative and superlative forms of tile adverb
highly (= extremely) Arsenic is highly toxic.
hardly (= scarcely, almost not) We hardly know our neighbours.
W e c a n u s e adverbs i n comparatives a n d superlatives, usually w i t h
well
are
better
and
best.
POSITION OF ADVERBS I N S E NTENCES 24.3A The three
T h e position o f a n adverb depends on i t s meaning and the w o r d o r p h rase it is modifying. Adverbs which modify adjectives, other adverbs and n o u n phrases have fixed positions ('" 24.2A above), but adverbs which modify a verb or add i nformation about how, when or where something h appens can take several positions in a sentence. We call these 'front position ' (before the subject), ' m i d position ' (next to the verb > 24.3C below) and ' final positio n ' (after' the object or complement ) : front
1
mid
�
final
�
These days I probably take my health much more seriously.
241
1
o
If the object or complement of a verb is very long we can put a final position adve rb before it: These days I take much more seriously alf those things I used to take for granted.
1
24.38 Front position
24.30 Final position
W e c a n use m a n y adverbs i n this position. W e often use adverbs which l i n k o r contrast with i n formation in the previous sente11ce: I 've been incredibly busy this week. Yesterday I worked more than twelve hours. After negative adverbs {e.g. never}, or after adverbs of time and place followed by a verb of 1110vement or position . we put the verb before the subject (i nversion .. 34.3): Never have I seen such a disturbing sight.
o We don 't
Harry painstakingly counted out tfle coins and arranged them neatly into piles.
use hardly ever or never in final position: X They-w9t€IJ-televiswFI-hoFdIy-eveF. v They hardly ever watch television. o If we put often . rarely and seldom in final positio n . we must use very or quite: X These-ooys-i-eeH:Jess-eFfS-fflFely, v These days I eat desserts very rarely. If there are several adverbs in final position. we usually follow a sequence of adverbs of manner. then place . and finally time:
o We
Here lies the body of our late lamented sovereign.
do not use adverbs of definite frequency. e.g. daily. weekly. in front position : X Montllly·+get paitl. v I get paid monthly .
24.3C Mid position
This is the usual position for adverbs of indefinite frequency. adverbs of degree, adverbs of certainty. one-word adverbs of time. even and only: adverbs of indefinite frequency
always. frequently. generally. hardly ever. never. normally, occasionally, often. rarely. seldom, sometimes. usually
adverbs of degree
absolutely. almost, completely, entirely. just, hardly, partly, quite, rather. really, slightly. totally
adverbs of certainty
certainly. definitely. probably
one-word adverbs of time
already, finally. immediately. just. now. no longer, soon, Still. then
With a simple verb we put the adverb between the subject and the verb. but with simple forms of be the adverb goes after the verb: X She··9rFives· ·9Iw9ys-lJy -t-ex+ ·and-she-always-is-{)n-time, v She always arrIves by taxi and she is always on time. If there is a modal or auxiliary verb we put the adverb after the (first) auxil iary verb: We 've never been to the Creek islands.
You can just see the coast.
Sea eagles have occasionally been seen around Loch Lomond. These adverbs go after do or not:
o
They don't really understand my point of view.
But we put sometimes. still. certainly , definitely a n d probably before a negative auxil iary: X 1-don-'t-sometimes·- u/ldeFstend his -ergUlllents,· He-hesn t ' ··still-c-envin€-e(j·-me,· v I sometimes don 't understand his arguments. He still hasn 't convinced me. In spoken British English. if we want to e m phasise an auxil iary verb or a simple form of be. we can put a mid-position adverb before it. The auxilia ry/verb (underlined) is usually . stressed: You really dsm..1 understand me at all! But she never � 011 time! Compare: I don't really like him. ( u nmarked position " I slightly dislike h i m . ) I really dsm..1 like him. (emphatic position = I hate h i m . ) W e c a n do this i n US English even when w e are n o t emphasiSing t h e verb:
o We
Madonna never has been Sl1Y of image changes.
do not use other time adverbs (definite time or frequency) in m i d position:
X We eVeFy-d9Y--/JIIY 'f)uF IUIl€h-aHRet-sendwi€h-ooF-on-/,he-€
242
The most frequent position for adverbs in English is the end of the sentence. It is the usual position for yet. a lot. any more. allY longer. too. as well: X 'Fhe�ny-meFe-se/IiFlg..jf. v They aren't selling it any more. We usually put adverbs of manner (which describe !Jow something i s done) and adverbs of definite frequency (!II> 2 4 . 3 8 ) in this pOsition: X He-well-plays--t-he--gtlifeF.v He plays t!Je guitar wel/. Adverbs of manner which end i n -Iy (except badly) can go i n final or mid positio n :
The statue was lifted (carefullyj{onto the plinth)(before the ceremony).
S E NTENCE ADVERBS 24.4A Viewpoint adverbs
Adverbs can describe the particular aspect of something we are commenting o n : Economical/y, the current government has been a resounding sllccess. ( = The government has successfu lly managed the economy.) Although economically successful. the government is starting to lose popularity.
24.48 Attitude! sentence adverbs
Adverbs such as clearly . honestly. obviously. surprisingly . lInderstandably can express our attitude towards an action : YOll've obviously been eating too many sweets. young man! (This is a logical deduction which is clear to anybody.) We can also use these adverbs i n conversation to introduce. extend . or make a comment on a topic or opinion. We usually put these 'sentence adverbs' at the front or end of the sentence. separated by a comma: Incidentally. I noticed they were looking for lIew players down at the Red Lion. I don 't think he knows what he 's talking about. frankly. o There are a n u m ber of these adverbs where the meaning is not always obvious: adverb
meaning
admittedly
This probably qualifies or contradicts what I have just said/heard .
apparently
This is something I believe to be true or have heard. although I 'm not certain it is correct.
fortunately
This is something positive which contrasts with something else I have said/heard. I am pleased about this.
frankly
This is my true opinion. although it may be shocking.
incidentally/ by the way
I am changing the subject - this is some information which is not directly connected with the previous information .
understandably
One can sympathise with this.
o So me adverbs.
e . g . naturally and clearly , can be used as sentence adverbs and also as adverbs of manner. Note the d ifferent meanings: Despite being in a zoo. the animals behaved quite naturally. (= i n a natural way) Natural/y. wild animals behave quite differently in captivity. (= what is expected) The teacher answered the question clearly and precisely. ( = i n a clear way) Clearly, the teacher didn 't answer the question. (This is obvious.)
243
ltck (v) all those adverbs which can complete the sentences and cross (X) those that cannot. In one case none of the adverbs will fit.
1
2
U nderline the correct option in italics . 1 2 3 4 5 6 7
8 9 1a 11 12 13 14 15
He slapped h i m friendly/in a friendly way on the back. Does that flight go direct/directly or i s there a stopover? Many of the senior staff are rigllt/rightly concerned about their pensions. There's been a lot of talk about European i ntegration late/lately. Our new cellphone fits easy/easily into the average-sized pocket. The path leads straight/straightly to the front door. Healthy/Healthwise, stress is probably the most serious problem fac i ng people today. Animals are now able to wander free/freely throughout the game reserve. In late spring the gulls nest high/highly on the c liff face. Tile remains of the Spanish galleon lie deep/deeply under the ocean . The Jl1 i n i ster will begin by giving a statement. After/Afterwards, you will be able to put your q uestions to him directly. Jackson came pretty close/closely to w i n ning that last race. Yo u ' l l never get better if you don't eat - you've hard/hardly touched your dinner·r In the Denver play-offs the M ia m i team did real/good well. Some of these kids drive their cars far too fast/fastly .
3
4
5
" 6 7
8 . 9 10 11
Complete the second sentence so that it has a similar meaning to the first sentence, You must use between three and six words, including the word given in bold . This word must not be altered in any way. The exercise begins with a n example (0). a Karen did really well in the test. . . . . . in the test. highly Karen . . . . . . . . . . . . . . . . The car sta rted to accelerate as we turned the corner. As we turned the corner the car . go 2 She really didn't expect to win so m u c h money. . . . . . . . . . . . . . . . s urprise. quite Winning so m uc h money caJl1e 3 Evo l ution is slower d u ring periods of c l i matic stabil ity. happens Evolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . during periods of climatic stabi lity. 4 We d i d n ' t get there in time to hear the overture. soon We wanted to hear tile overture but we didn 't get ............... 5 More or less three-qu a rters of o u r students are fee-paying these days. . our students pay fees. ..... ..... .... ........... ....... . roughly These days . . 6 In the USA only a few people have heard of our products. ................. . . . . . . in the USA . entirely Our products are . . 7 She gave such a moving performance that we were virtually in tears. . we were virtually in tears. She performed . so 8 Mr Skidmore had a deeper involvement than a n y of the other directors . most Of a l l the directors, M r Skidmore was 9 In terms of politics , I felt Jl10st of tile participants were biased . politically I n my opinion most of the participants 1 a I couldn 't have made my answers to the questionnaire any more honest than I did. I answered the q uestionnaire as
l:I:'M./J.!g.I:ci.y .��1u.? ........ ....... .....
.
244
12
13 14
. 15
Clarice . . . . . . . . opened the door to tile secret compartment. A slowly B last week C probably . know the identity of the masked stranger. We don't . A still B really C certainly YOLI can . . .. . . . see the coast from this point. B just C as well A definitely Our next door neighbours go there .. B hardly ever C a lot A as well . . . the boss gives me a hard time. B Daily C Sometimes A Every day I get the feeling you haven't . . . . . . . . . understood my point. A enti rely B really C probably The public don 't . . respond i n the ways advertisers expect them to. A sometimes B any longer C always I have n ' t been to the cinema A yet B often C very often Alarming signs of radiation leakage have been . . . . . . . . . . reported around the power station . B this week C always A often . . . have I been subjected to such outrageous demands. B Rarely C Frequently A Never I'm afraid the bank does not . . . . permit such large overdrafts. A generally B any longer C any more The patient . . . . . . . . . reacts to any kind of bright light. A badly B immediately C usually He plays the saxophone . A too B q u ite rarely C never The data from those sensors isn't . . . . . . . . . . reliable. A absolutely B sometimes C always She treats her c h ildren . A carefully B well C badly
'Rewrite these sentences putting the words and phrases in brackets i n the best order. Note that · none of these sentences are emphatic. The exercise begins with a n example (0).
o
My parents (allowed/hardly ever) u s to (late/on weekdays/stay up). . . . . . My.f.P.:r.wr 1w.4/y .e�( .�4>� I:�f t.fJ. !t.t1f..I1f� 4l#.. 9.f!.: we.4if.p. . . ..................... 1 Taking advantage of a gap between the players, Owen kicked the ball ( into the net/j ust before half time/skilfully). . 2 Foxes (often/be seen/can) scavenging (on the streets of London/at night). 3
David (well/behaves/quite) when he i s at home but he (at school/causes trouble/ofte n ) .
4 T h e post (arrive/sometimes/on time/doesn 't) in this part of the city.
5
Jennifer (immediately/didn't/recognise) the man waving (at the end of the show/frantical ly/from the balcony). '. . .
245
Iil l
6
II
7
"
li
�L' Jt
8
9 10
We (unable/are/usually) to offer refunds on the spot. but we will examine (thoroughly/before the end of the week/your claim) These children (never/have/given/been /probably) the opportunitie s we all take for granted. ' A��e�� ;� ;I�'�' '1����'I;�t (n� ;����;ii�)' �v�i;�bl� (��. �'��kd�� ' �l���;���f��� �f �h����i�� ��; librari es). S��h l��s��' (I����;���ldi����l�il�i�;�id�djb�'��) b� �;;� �s�' �f' b���-L;�' d��;��� "
24. 1 ,
this dialogue more natural by using suitable adverbs from the box to replace each of the italics (each adverb can only be used once and not all the adverbs will be needed) .
� �...n.sSlonIS in
edly apparently naturally . ob.vidus ly
.
. . .
4
5
6 7
8
9
10
' Lucy hasn't turned up yet again.' '1 know. She is unreliable. isn't she?' (really) ' Admit it. You took that money out of the till. ' 'I'm sorry. I don't know what you are talking about l '
. .
.
.
.
• / ._ LI. I"'nw: . , J.r I.. .., .t",, . 1/ . H!!-.I.e-f. . . .'/. . 1Y.\ y. . . • . she . . . . . . ,i 7 ' "' H. .lf!.f!I*J .(fI1
' How ridiculous l They can't fit us in on Saturday because they' re full.' 'But that place is full on Saturday evenings l ' (always) ' Isn't it strange that he never mentions his wife . Don't you wonder why?' · Yes. I have wondered about that.' (often) ' Laurence won't even let us discuss your proposal. ' 'I'm not surprised. He doesn't listen to my ideas.' .(never) How bizarre. The customs officer really went through my luggage with a fine-tooth combl' 'That's not unusual; the customs officers are quite thorough.' (usually) 'You must have some idea of his whereabouts.' 'I'm sorry but we don't know where he is.' (honestly) '1 tllink you should swallow your pride and apologise to them . ' 'Come off it. You can't expect me to just cave in like that.' (really) .. . . . . . ... . . . . Take a break? Give yourself space? What are you on about?· 'You don't have a clue what I'm talking about. do you?' (absolutely] 'Downloading that software seems to be taking an awfully long time.' 'I'm afraid these programs do take a long time to download. ' (sometimes) · Look . It's midday and Tabitha still isn't here.' ·Well. she is in the office before noon these days.'
(rarely)
246
ex actly fortunately frankly ideally stili seriously understandably
. . . . . . . . . . .
.
.
.
(5J Do you expect me to believe that? .
STEVE
(really)
3
cle a r l y really
( I ) That sounds interesting; can you tell me more? .
Make the answers in these mini-dialo gues more emphatic by rewriting them with the adverb in b �ackets in a suitable position. Make any other changes that are necessary . The exercise begi ns, With an example (0).
2
. reasonably
Yeah. Lizzie was there with her new husband. (2) TlJis is something I 've beard although it may not be true . . . . . he's something very high Lip and important in the civil service. Yes. I've heard that too. ( 3) This is my true opinion. although it may be shocking . . .I never really expected her to marry anyone successful. She was always so scruffy and laid back. She was never into social status or anything like that . (4J It is a logical deduction . . . . . . . . she's changed her outlook on life. I mean. she was very smartly dressed and she kept telling me all about how much money their new house had cost.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
o
by the way ·
Not a bad party last night. Lots of old faces from college were there.
M� �Y Of ;he �id' ;�������. h�d ��Si����;�' �h� ���ld P�ep�;� ;h� �;i ' �;�I����� i���h n��;�i�g/bY
Ilandiln their studios)
.
24.4
Yes. she was really bragging about it. Well she never used to be interested in money at all. said . , ....... she did like eating out and travelling.
(7) What I 'm about to say isn 't really related to what we 've been discussing
CiAAE
STEVE aARE smrE ClARE mYE
C1AA£ STE\'f. CWiE
7
(6) This probably contradicts what I 've just
.
. . .
. .
flame Simon was at the party. Was he? I haven't seen him for ages. (8) As one would expect . . . . . . . . . . . he couldn't stop asking me questions about you. I th ink he still hopes that we might get back together one day. .
.
your old
.
(9) That is completely accurate .
Well. not much chance of that l Oh. was that obnoxious old creep Douglas Jarrold tllere? I'm afraid so. ( 1 0) I 'm pleased about this . . . .. . .. he was right over the other side of the room so I didn't have to talk to him. He was trying to chat up Mary Bracknell . I can't think why. ( I I ) This is obvious . . .. .. . . . . he still fancies her. Maybe . She certainly wasn't very interested in him. ( 1 2 ) which one can sympatiJise with Strange how some people never change. isn't it? .
. . .
ALL
.
Rewrite these sentences using all the adverbial expressions in brackets. o
. .
. . .. . . . . . . . . .. , . . .... ,. . .. .
. .
. . .
.
. . ..
2
'3
4
5
6
The press office advised us not to discuss the matter. (before tile conference/last week/publicly) ., .I.-.f!..f.t. md::.. I;A�:P:(M.�.1fiu.·�f.d .IM. !1.il.t. tp. .iiUi.CMr tiu-. 11MJ;t;e.r.p.4f.t{d.y. bejP.(t..t/:r.C. .(!J.if.�wu:.c-. . . Ruined. the owner o f the business agreed t o sell the premises. (reluctantly/within the month/ . . . . .. . . . . . . financially/rather) .. . .. ............... . . . ........ . . ................. There is nothing better than collapsing. (onto a sofa/probably/at the end of the day/lazily) .
.
. .
.
.
.
. .
Controlled. this effective new drug can reduce blood pressure. (amazingly/within hours/carefully/ dramatically) . We regret having to announce the suspension of all staff working in our subsidiary. (currently/under the circumstances/in San Diego/deeply) We seem to get the chance to talk . (about these things/seriously/these dayslrarely) Many of my colleagues disapprove of my scheme to update the accounting procedures. (thoroughly/over the next quarter/unfortunately/in the sales department) 247
N o u n s a n d n o u n p h ra s e s
BAS I C P O I NTS
25. 1 B Gender
English nouns o n l y change tlleir form when they are plural (II> 2 5 . 2A, B) and to show possession (I>- 2 6 . 1 ) . Nouns can be countable or uncountable (Ii" 25.3A), and concrete (table, child, station, food, storm) or abstract (hope, responsibility , anger, efficiency, consternation) . Nouns do not have grammatical gender i n English. Some have a 'natural' gender, e.g. woman = female, fat/ler = male. Most nouns for jobs do not i m ply a gender. To specify gender. we have to say, e.g. a woman doctor. However, some nouns for jobs and roles d o refer to males or females, often by their suffix. e.g. businessman (male), manageress (female). It used to be common to use the -man suffix to refer to people of both sexes: T!wt's the view of Sheila Davison, chairman of tile Institute of Public Relations. A lot of people avoid this now, especially if referring to a woman , and prefer a form with no i m p l icit gender, e.g. chair, or to match the suffix to the person, e.g. chairwoman: That's the view of Sheila Davison, chair{woman) of the Institute of Public Relations.
25,2C Nouns wittl no singular form
25 . 3A Use
In writing, most English nouns form the plural with -s o T h i s is t r u e of nouns which end in most consonants (e.g. road � roads , bag -. bags, town -. towns) and the vowels a and e (e.g. area � areas , rope --t rapes) , But note these variations:
noun
plural form
examples
ending i n consonant + y: BUT vowel + y:
+ ies +s
family .-t families, party .-t parties tray -... trays, monkey � monkeys
+ es
watcll ..... watches, boss .... bosses, fox .... faxes , waltz -... waltzes2
+ es +s
potato ..... potatoes, hero -. heroes3 radio .... radios, video � videos
ending i n -<:h ,1
-s,
-sh.
-x. -Z:
ending in consonant + 0 : B U T vowel + 0: I
I f the pron u nciation of ch is /k1, add -s only: patriarch -. patriarchs. 2 Note these exceptions of vowel + Z: quiz -. quizzes, fez � fezzes , 3 Some words e nd i ng in -0 , espec ially words from other languages , take -s only: piano -. pianos, photo -. photos , kilo .... kilos, adagio ..... adagios. 25.2B I rregular pl urals
English does not have very many i rregular pl urals. Here are some examples:
noun ending i n -f or -fe foreign nouns
248
plural
usually + ves I
varies according to origin of word:
examples leaf -· leaves, loaf � loaves Latin origin: terminus --. termini, datum ..... data. vertebra --. vertebrae Greek origin: crisis ..... crises, phenomenon � phenomena
examples
(rjen: change of vowel: no change in pl u ra l:
child -. cllildren, ox � oxen woman -. women, foot -. feet sheep -. sheep. craft ., craft {e.g boat]
+
SOlll e English nouns are more common in the p l u ra l form. These occLir i n a n um ber of categories (10) 25,4 for agreement with verbs): Clothing: clothes. jeans, trousers, pyjamas, trunks, dungarees Tools/equipment: scissors, glasses (= spectacles), scales, handcuffs. pliers Games: dominoes. darts, cards. bowls Subjects/activities: physics. moths, politics. economics, aerobics. athletics Other: goods. whereabouts. remains, thanks, news. stairs, proceeds These nouns may have a singular form with a different meaning or as part of a compound n o u n (10- 2 6 , 3C}: a glass (e.g. wine glass). a pyjama party , a dartboard
COU NTABLE AN D U NCOU NTAB L E N O U N S
S I NG U LAR AN D P L U RAL N O U N S 2 5 . 2A Regular pl urals
plural
other irregulars
1 Several words ending i n -f and all those ending off just take os: chief .... chiefs, belief - -< beliefs, cliff ..... cliffs, Some words ending i n -f take either pl ural e n d i n g : scarf � scarfs /scarves . You can c h e c k i rregular plurals i n a dictionary. You may sometimes see pl urals formed with an apostrophe , especially with dates a n d abbreviations: 1 960 's, some CP's. T h i s is q u ite comillon a n d Illay be considered correct i n i nforill a l writing, but it is considered i ncorrect in formal written English.
English nouns generally present few problems for the advanced learner but some aspects of countabi lity and noun-verb agreement can be problematic. This u n it looks at these aspects. as well as at pl ural nouns and at the nomi nalisation of verbs i nto noun s. . (For compound nouns "" Unit 26; for nominalisation of adjectives '" 2 1 . 1 A.)
25. 1 A Form a n d mea n i n g
noun
25.3B Countable and . uncountable mea n i ngs
Countable nouns a r e usually concrete n o u n s a n d they c a n b e ' co u nted ' : a computer, three computers . U ncountable nouns cannot be 'counte d ' : oil, beauty, fruit. We do not use a/an with u ncountable nouns, and we d o not make them plural: )( 'FlJe-AsfhmfJ. .J.IelpJirw-will-ee-Gele..to fjive ·yeu ·an-GcWiC3e {some -
noun
countable meaning
coffee '
I'd love a coffee, please . ( = a cup of coffee)
chicken 2 drawing2 stone2
I 'll buy a chicken for dinner tonigl1t. (= the whole bird)
This is an amazing drawing by Leonardo. (= a picture)
Someone threw a stone at our window. (= one item)
uncountable meaning
Do you drink coffee? (= the liquid)
Would you like some chicken for dinner? (= a part/the dish)
My SOil is very good at drawing. ( = the activity)
In this flat landscape of scrub alld stone . . . (= the material)
, This applies to all d ri n ks: tea/a tea, beer/a beer, lemonadela lemonade There are other examples of the sam e type as these, but not a l l nouns of the type can
2
249
b e both countable and u ncountable: a rock/rock,
but not a-wfffl,l. -tH::efffm
III '�
25.3C Quantifying uncountable nouns
j
but not fJ:IHt/'t;;
a duck/duck , a fis h/fish,
a painting/painting, a sculpWre/sculptvre,
but not e-beef, -£t-fJ6f*.
� a paper/paper,
We can refer to a specific example of an uncountable noun with determiner + cOun ta b le noun + of + uncountable noun. C ? mmon countable nouns in this pattern are piece an d bit!
2 5 . 40 Collective fIOU n + verb
The family are all gathering here for Christmas.
The Council will remove two pIeces of unwanted furniture if desired.
A large n u m be r of proper nouns fal l into this category, e.g.
a slice of bread/meatlcheese/cake; an item
o
of news/furniture/clothing; a lump of sugar/coal; a cup of coffee/tea .
The wines of Australia are now of similar quality to many from France.
A few col lective nouns always take a plura l verb, e.g.
AGREEM ENT In English the verb usually agrees with the subject even if the verb i s separated from its s u bject by prepositional p h rases, relative clauses, brackets or commas:
N O M I NALI SATION
the major.ity , a number, a cOllple,
The majority of the people were pleased to see the government fall.
The petrol station across the road from the new shops has just cut its prices.
However, if the verb is a long way from the subject but is closer to a complement 3 0.28), it is possible to agree the verb with the complement. Compare:
( ..
2 5 . 5A ..... noun
or
not apply to every verb. It is best to check in a good dictionary. It is also possible to make nouns from m U lti-word verbs. The particle often (but not always) precedes the verb i n the noun form :
botll . . and:
The epidemic first broke out in Zaire. .... The first outbreak of the epidemic .
Mum and Dad were hoping that you'd join them this evening.
The plane took off very smoothly. -'" The takeoff was smooth.
Both the doctor and the surgeon have advised me to have my gal/ bladder out.
x Fis·!J. end-chips ere-<>ne-on!Je ·mOSf €OInfl1011- Ef1glish-fiislte5, V' Fish and chips is one of the most com man English dishes. Titles of books, fil m s , etc. take a singular verb, even if they are plural nouns:
we use a S i ngular verb if we consider the two items as one concept:
Hitchcock 's film 'The Birds ' is based on a story by DapllJ1e du Maorier.
Wilen we link two items by
or,
the verb usually agrees with tile second of the items:
Eit/ler my brother or my parents are going to bring the sleeping bags.
Some uncountable nouns end in -s but take a singular verb. These often concern illness (measles, mumps ) . sport (aerobics, gymnastics) or study (mathematics , politics) :
The car broke down five kilometres from home . .... Tile breakdown happened .
25.5B noun phrase
->
It is sometimes more concise and elegant, especially in written Englisll, to use noun phrases rather than verb p h rases to express an idea: Verb phrase: The committee decided to open the playground to all children. This WClS welcomed by the local scllOols.
Noun phrase: The committee 's decision/The decision of the committee The noun phrase is often made up of two nouns l i nked by a prepOSition: verb phrase
1 998.
They released the video in
Politics is a topic best avoided with people you don't know wel/.
The law was amended last week.
oA
Scissors are used to cut the jeans.
plura l subject describing a single entity, e.g. measurement, can take a singular ve rb: x Two metres eren ?t-pOFtk::illj leFl -ta!l-·these 1io[js. V' Two metres isn 't particularly tall these days.
to open the
playground to all cllildren was welcomed by the local schools.
German measles is a particularly dangerous illness for pregnant women.
Some nouns refer to one object divi ded into two parts and take a plural verb , e . g . scissors , trousers , scales ( ... 2 5 . 2C) :
-ment,
o This does
used to introduce a relative: and
-ion ,
Can't you open that? Strall l give it a try?
What the Board needs to address now is/are the terms of the redundancies.
We usually use a p l u ral verb with two s u bjects l i nked by
I t is possible to make verbs into nouns i n Englisll by adding a suffix, e.g.
I 'll take you to the station if YOll give me a shout when you 're ready.
tile rowing finals. what
-er: educate -... education , establish .... establishment, teach .-. teacll er .
It is also possible to use many verbs as nouns, especially i n informal Englisll :
The most exciting event was the rowing finals.
250
cattle , police, people:
The middle-aged have a lot to offer employers, i f only they would see it.
It is common to use a plural verb after nouns sucll as when these are followed by of + a plural noun:
The most exciting event in the Sydney Olympics for most British viewers was/were
2 5 .4C Noun ending i n - s + verb
rather
An adjective used as a collective noun always takes a plural verb (II>- 2 1 . 1 A ) :
S/Ie felt an incomprehensible jealousy when she saw him with her daughter.
o However,
a/all
The police are investigating his accusation of fraud.
Jealousy is an enormously destructive emotion.
25.48 Two subjects/ p l u ral subject + verb
The United Nations are in disagreement all this issue.
A team of inspectors is visiting the prison tomorrow afternoon.
We ca n make some uncoun table abstract nouns countable if we refer to a specific type of the nOLin, for example, distrust .... a deep distrust, a distrust of accountants . This is common with nouns connected with emotions. We do not make tllese nouns plural:
Tile same can a p ply after
the United Nations:
The United Nations has agreed to deploy a peacekeeping force.
U n like British English, U S English prefers a singular verb in these cases. In English we prefer to use a Singular verb after a collective noun if we use than the:
We can sometimes make an uncountable noun countable when we want to express ' d i fferent types' of the nOlln:
2 S .4A S u bject + veri) + object! complement
The family has agreed that the funeral should be held ill Ireland.
A plural verb presents the noun as a group of individuals, e go family m e m bers:
Did you hear that interesting bit of gossip about Susan?
Other common nouns used in this way are:
We can use either a singular or a plural verb with most collective nouns, i . e . nouns referring to a group of people, animals or things, e.g. family , government, group, staff, team, band, class , jury . A singul a r verb presents the collective noun as a 'wllole' entity:
The war drained the country 's resources.
noun phrase
The release of tile video in
1 998 .
The amendment to the law last week . The war was a drain on
the country 's
resources.
An adverb in a verb phrase change s to an adjective if the verb is nOlll i nalised: The girl shauted loudly and attracted tile attention she wanted. The girl's loud shouts attracted the attention she wanted.
Twenty-four hours is a long time in politics.
251
P ra ct i c e
. of the article below plet e the rew ritten sectlons spa per arti cle, the n com new a of t draf (O) e this one is given as an exa mpl or nou n phr ase . The first a nou n
{J(iQc' 36(:;
of fooi . atf1 trcs,i1 .wtt/c y q()�tir"'<;e4 tI1 t/ � � r�c +1� r n Tr!l.� r��e4 �Mr!!!!l':J. J.t�PtOO {:m� tI1i� i1f1S alf1 Sq()1jisi1 r<;s,prtJ. tI1c J � (llft Wf1S l$,�.!t n.�'L�!.()
1
Complete the crossword from the clues below. CLUES ACROSS
�
J
6 7 10 12 15 16
plura l of quay neutral fo rm of chairman singular of media singular of wharves plural of formula sillgular of heroes plural of monarch plural of mosquito
��Ah!d:!1
_
�.J!!'-""i,' ""-'-� "",� �,,,,;g ...i1-itt kW,$J?I�Jl!�.J1.fl!'Lf�(J�fl?r.I. Atri.l
ClUES DOWN
2 plural of sheriff neu ral form of manageress t plUl al of quiz 8 plural of address 9 plura l of flamingo I I plural of goose 1 3 plural of crisis 1 4 singular of oases
;
:
fl?r ti:tl< � "yP�.<;'4lACVlf��
!f! (0) . . . . .711,?:x�..C!'.I!fo.·.If
�!..0. . by St And rew's Hospital Trust of
. . Underline the correct words or ph rases III I'ta/.ICS to complete thOIS article.
o
In
0 0 0 0 0
today's Cookery Comer I ' d like 10 addlesS
a request from M IS '
(I)
Cooke ry C0 rne r o o o
. Patkmson oj ,Suff0l k for
(//1 lIl/;)rll/allOlI/lllfiOI7l/{//101I ahout which
� (./!(Ic.olalelcho(I) ' Iales to use III (") cooking. Well ' M . rs. P, my (3) advice 151 . nd,,"e:; ar'e aI ways to use the best possIble chocolate you can j'tnd It's. the same pnnclple . use as with (4) wlI1e ...IwUJe: 10 cooking always
type of •
_ all equIvalent qlUIIttw'equlvaIem qualm to ()) . what you eat or dnnk. With choeolate, the . reason for thOIS IS that higller qualtty chocolate
'
Wltl always " "Ive your cakes and sweets ' (6 ) belter/a beller taste T0 Judge the quality of chocolate , 1(0)k at ' . th'e amount 0f cocoa In
G {)(JU .-l quahty chocol ate has ,sol IdS and (7) les,\ ''''�at(fewer
the chocolate , more cocoa
52
sugars.
a
For the best taste choose chocolate
(9) fewer
's
'.
;;
per cent if possible .
It goes Without saylllg that you should also . . use other ( 10) IllgredientllllgredlenIs 0f the
hIghest qualItv . ' t00. If, for examPI e, you re
'
cotTee In your chocolate recipe' a . I ways ( I I ) a stmllg, ft. lesh coffeelslmllg, Itresh coffee. If you're mak'mg ( 1 2) a cakeJcake, use using
use
slflotlr, and always
the right kind of ( 1 3) flOUI. weIgh
. the lIlgredJellts on
'
your kitehen
( 1 4) scale/scales. Beheve me If you follow
.
chocolate cake, there won't be ( 1 5) a
lump/
these Simple 1111es, Ihe next time you bake a 11
slice
left overl
. alarmed (2) ...... ...... ... the Sco ttish resort has of foo d pOls onm g In trea ted be ld us and cou the i l lness was not serio A (3) . . . . . . . . . ... . . . . . . . . . . that the hat s nce ested furt her reassura lead ers, but they requ app eased com mun ity The 3d. sprc r com rol to ( on t ain the . g ever yth ing with in thei auth orln es wer e doin . . . ""'" h w"w .' ,h;" pid, mic . . nn o unc d (4) . . . . . . . . . hos pita l auth om v has d poo r _ _ a sim ilar outb reak cite . . . . . . . of a recent inve stig atio n inlO r,s (5) .... . . . . . . . . . . con cern ed arc rs : . (Ju se, l ocal sho pkeepe . l bur che r's sho p as the mea t hygiene 111 a loca . . . . . bY ' I"' bd,, ,1 llfy. (7) . . . . . . . lI1ql lI1g d" pen I l1e 1 C O • • • • . . abou t .(6) .• • . • . • • . • • • • . • • • . t-h t l)e ' .!Cll1lC ml" . 1 the e �) It . . 'source 0' . the . AsSOCIat IOn. Len Mu rphy, that rs eepe SI k lOp ,h' en staff at the . . • . . . b}' k'Itch ..•. •.....•..•.. . ered hoslt)ital staff (8) . ' hosp ltal kItc hen s has ang ro have severe . ' ss the region is l i kely . hos pita l aux iliar ies acro hos pita l for a stnke or fl.) r [he hea lth auth ority. flna nCla l consequences
e;;�;;� �
0 0 0
v with a high cocoa • (8) comentslc ' Olllent - ne er Ihanlless tha '1 ' 0 pel cent cocoa
solids and as much
( l ) ......................
\
L
e
-
�J \
253
Find fiftee n more mistakes, or places where the style could be improved, in this text. Unde rlin e the mistakes and correct them. The exercise begins with two examples.
Snow Falling on Cedars
1,
�
j t
by David Guterson
1 2 3 4 5 6 7 8 9 10 1 1 12 13 14 15 16 17 18 19
6
.� !
r. f Snow Palling 011 Ced(),.s� in the courthouse of San Piedro, a small sleepy l' J island off the Pacific coast of the north-west United States. Underneath the courtroom windows, four tall narrow .l.!!£!!!! of a leaded glass, a drama which will [ divide the island's commullitys are unfolding. The defendant stands ereet in the dock; the local press and the jurors - frumers, grocers, builders, fisher wifes - await the start of this trial. Kabuo Miyamoto is accused of the murder of Carl Heine, a young tishennan. The alleged crime by a young man of Japanes\! descent stirs up the emotions of the islanders and questions their believes and their politic. It takes place in the 1950's, and not many years has passed since the Japanese bomhing of Pearl Harhour and the horrors of World War n. Altho ugh the japanese on San Piedro was eager to defend their adopted country against the country of their ancestors. some people in the community were unable to forgive Japan its role ill the War, and the trial causes their deeply-held prejudicies to surface. Snow Falling {Jfl Cedars is not only one of the best mysterys of recent years, but it raises issues which llffects us all. However, it ends with a great optimism. David Gutersoll has succeeded in combining t.he best from both classic and populist American literatures into a spel lbinding art. Buy and read this beautiful novel. ..
·./� .�
. f?P?ff.L
: ;v.J.@
J.
I
4
'
��
FIn ish each of the following sentences in such a way that it is as similar as possible in meaning to (0) .
1 Have you put . . . . . . . . pepper i n this dish? like p l e nty of season i ng . 2 What h e ' d really l i k e us to buy h i m f o r his b i rthday . . . . ' " s o m e new N i k e trainers. 3 Ric kets . . . . . . . a disease caused by a deficiency of vitamin
D.
ALL
the sentence printed before it. The exercise begins with a n example
Fill the gaps i n these sentences with a, an, nothing H or the correct form of a suitable verb. If there are two possible answers, put both possibilities.
4 5 6 7
'What have we got for supper?' ' Salmon. I got . . . . . . . huge fish at the fishmonger's for only five po u ndS.' 9 Eit her the twins or John, the eldest brother. . . . . . . going to make a speech at the Golden Wedding party. . really interesting. I disagree. 1 0 My brother thinks that economics 1 1 ;' Saudi Arabia, along with most of tile oil-producing nations, .. . . . voted to raise the price of crude o il aga i n . 12 Tha t band . . . . . . . always had a reputation for performing better in the studio than live. 13 Bot h my brother and sister . . lived i n this town all their lives. . passion for Baroque music at university. 14 .. We developed . 1 5' Roast beef and Yorkshire pudding . . . . . . . . definitely still the favourite of many Britisll people!
I fi rst felt the desire to visit Venice when looking at . . . . . . painting by Canaletto. You c a n ' t hold a classical concert i n the village hall; the acollstics . . . . . . . . terriblel A large n u m ber of police officers . . present at the demonstration last week i n case of trouble. At present 1 0, 000 kilometres . . the longest walking competition held in the Olympics.
0, The drama school is always looking out for new talent. . .f;/f{!( .(�i!kltlf.tftr:.MH.r. t:44M.· The drama school is always on I heard some faScinating news o n the radio this morning. I heard a fascinating 2 The police used handcuffs to restrain tile aggressive young man. Handcuffs 3 A few roads in the Brighton area have been affected by the recent flooels. A small n u m ber 4 OK I ' l l call the bank tomorrow and check ollr balance . OK I ' ll give 5 The medical profession considers that chi ldren eat too many sweet and fatty things toelay. The medical profession considers that children should 6 It didn't take us ten m i nutes to get here·from the statio n . It t o o k u s '7 A lot of people have taken u p our n e w offer. w h i c h h a s delighted us. We have been delighted by the 8 We've got quite a lot of unwanted furniture since we moved to the smaller house. ... ... .. ........... . We 've got several 9 The management expects all staff to attend the meeting tomorrow afternoon . ...... ......... All staff
10 They should now address the questions of VAT and fuel tax. What 1 1 A lot of the older men sit i n cafes and play dominoes. Dominoes 1 2 We launched the new women's magazine in April and it was a great success. ... ...... ............ The 1 3 In a democracy the government is elected by the people. ... .......... I n a democracy the people . 14 The teachers were boosted by the fact that the parents agreed to help fund the new playgrou n d . . ... ................... The teachers were boosted by t h e parents'
255
o When tile
SCllrodinger's and Heisenb erg s versions o f qu antum mechanics h a d seemed different.
P os s e s s ive s a n d c o m po u n d nouns
(two versions of the theory)
If the possessive noun is part of a short phrase (without a verb i n it), we u s u a l l y put the
X The·men-'s in t-lle €OrneF--deg· eegall-fo vark,
'5 at the e n d of the phrase:
or Tile man in the corner's dog vegan to b ark .
We c a n show tile relation s h i p between two nouns by u s i n g possessive forms or compound nouns. There are two basic possessive forms: the genitive ( s - e.g. the compal1Y 's sharelJolders) and the of structure (e.g. the sl1areholders of the campaI1Y) . T h i s u n i t describes t h e forills a n d uses o f t h e genitive a nd exp l a i n s h o w w e choose between tllis a n d of phrases. I t also contrasts the use of possessives and compound nou n s .
26. I A Possessive forms
We c a n indicate the possessive form of a n o u n b y adding or we c a n use the of strllcture ( n o u n + of + n o u n ) :
There was
o We
,1
tile corner . . . J
26. I D The dou ble possessive
scratch 0/1 my ca r 's paintwork.
s (the genitive forlll
•
or X
.
0/1- apaintwork
army car, X on llJe paintwork of my car.
Oil paintwork -of
11J!t,c<1r,·
There are possessive forms of pronouns a n d also possessive adjectives
011 sorry. I didn't realise it was your personal photocopy card . You can't use that card. it 's mine.
26. I B 's - basic rules
These are the key I'ules about which form of the genitive ( '515'/ ') to use: singular noun: add ' s
lrouse · · Ilol/se '5
regular plural noun: add a n apostrophe only
boys
irregular plural noun (not ending
men
singular proper noun ending i n -5: add '5 or an apostrophe ( ') only
one. somebody. everyone. each other, etc.: add '5 's
- special
ru les
bus '� bus 's
Mr Jomes --. Mr James 's IJOuselMr James ' house -->
.�
boy s ' men 's
in -5) : add '5
26. 1 C
2 6 . 2A (� 2 7 . 1 A):
buses - . buses ' childrell --> children 's
one's house somebody 's house nobody '5 house everyone '5 rights each other's IJOuses
o
The genitive
They g o t a tip off from a friend o f the owner.
X She's- a friend of us.
X Sh e 's- a friend of our,
(= We have several friends.
Sile i s one of t he m . )
( '5) O R O F STRUCTUR E
We usually use t h e genitive '5 (and not t h e o f structure) t o express the fol l o w i n g ideas
use referring to general ownership, or possession of somebody's home referring to people and animals (especially with proper nouns II> 28. 1 E), and to personal/professional relationships and human qualities referring to location i n time (but not with dates)
example
Have you seen Sheila 's new car? We 'll be at Mum 's soon. (= M u m 's house) Sheila is Haro/d s youngest dauglJter. Do you like Snap S new collar? Have you met the boss 's new secretary ? John's illtransigence is a pain.
Have you seen the poem in today 's 'Observer'?
)( 1�bl€€embeH;-f1aper.-
referring to the origin of something, for example where it comes from or who made it
Oil is Saudi Arabia '5 biggest export. The 'St Matthew Passion ' is Bach '5 mos t profound work.
referring to a quantity or measure. for example of d u ration. distance or value (We can also use compound nouns
T,'Jere will be an IlOur's delay. Tile hotel was ten minutes ' drive from the beach.
,.. 26.3C.) in expressions for value/quantity with
Could you give me a pound's wort/l of chips?
We can have two genitives together:
WOrtl1
If the meaning is clear from the context, we can use the genitive without a following
with the names of shops, companies and people/places that provide a service
I 'm getting the Thanksgiving s/lopping ot Macy 's . (= Macy's department store) Was there alJything nice at the butcher's this morning ? (= the butcher's shop)
We were beginlJing to get fed up with our neighbour's tenant's loud music. That isn't m y /londwriting. It's Selina 's .
nou n :
(= Sel i n a 's handwriting)
I f the possessive form consists of a compound n o u n
(II' 2 6 . 3C) or two or more IlOUIlS
Are you coming to my brother-in-/aw's party ) (compound nOLln)
w h i c h form a Single team or gro u p we put tile 's o n the last n o u n only:
I 'm
256
(= from one of my brother's friends)
The dou ble possessive is cOlll m o n witll prono u n s . We always use the possessive
T H E G E N ITIVE
u s u a l ly use the definite article before an of structure (except with the ' d o uble
26. 1 0):
I hea rd tlJe story from a friend of my brother's.
We do not always include the genitive s o n the second n O ll n :
or She 's a friend of ours.
There was a scratch on the paintwork of my car.
possessive' »>
possessive) when we w a n t to m a k e tile first n o u n specific, but at the sallie t i m e SllOW that it is one of sever a l . We u s u a l l y use the i n d efinite article with this pattern:
pron o u n :
26. 1 B)
( = The dog belonging to the m a n i n
We c a n use t h e genitive forlll a n d the of structure in the s a m e p h rase (the d o u bl e
(of structure
+ genitive)
FORM AN D M EAN I N G
n o u n s d o not form a single grou p we must use '5 with both n o u n s :
in certa i n fixed expressions
She was at death '5 door. For Cod's sake! For pity 's sake l For heaven 's sake!
a grea t fan of Lerner and Lowe 's musicals. (They wrote a s a Single team . )
257
S P EC I FY I N G O R CLAS S I FY I N G POS S ES S IVES A N D COM PO U N D N O U N S
2 6 . 2 B We usually use the of structure (and not the genitive 's) i n the following situations: The of example use structure I 've been studying the philosophy of science. with abstract nouns (e.g. science) and (noun + of when we are referring to inanimate things We set up our base camp at the bottom of + noun)
Possessive forms o f nouns can describe two types o f relationship. I n Illost cases we use possessive nouns as 'specifying' words, showing a relationship with somethi ng speCific. such as a person or place (jm.Q�r!i.l1i.D.g = stressed word): Marion washed the children 's � every Thursday. ( = the clothes belonging to Mario n 's childre n ) I n other cases, possessive nouns c a n describe a 'classifying' relationship, descri b i ng t h e type of t h i n g something is (underl i ning = stressed word): Janice decided to open a shop specialising in children 's clothes. ( = clothes designed for any children to wear) We use adjectives i n a different way depending on which type of relationship the possessive form is describing. With specifying possessives the adjective o n ly describes the noun following it: She was suspicious of her wealthy brother's girlfriend. ( = Her brother is wealthy. ) She didn 't like her brother 's wealthy girlfriend. (= H is girlfriend is wealthy. ) But when we use adjectives in front of a possessive noun with a ' classifying' m e a n i ng, the adjective describes the whole phrase. not just tile possessive noun which follows it: Janice's shop had a large selection of hand-made children 's clothes. (= The chi ldren's clothes are hand-made. not the c h i l d re n . )
the mountoin.
26.2C Either pattern
when the noun is followed by a verb phrase or clause which detlnes it
The players ignored the jeers of the women
when we refer to a specific date
It was destroyed in the fire of 1 666.
with long or complex phrases. even when we are referring to people
A man was sentenced to death for the murder:
certain fixed expressions and titles
He 's the President of the United States.
We ca n usually use the genitive 's or the
u se
of an English tourist, Monica Cantwell. The Prince of Wales is to visit Iceland.
of
structure to express the following ideas:
example
referring to a quality that something possesses or displays (but we prefer to use the genitive with human qualities)
referring to the subject of something, its topic or theme ( ... 26.20) with human creations such as countries, organisations, cities, institutions, machines, vehicles, buildings, etc. (The genitive is more common.) expressing a reason or purpose with sake (but note exceptions � 26.2A above)
26.20 Gen itive + of structure
standing in the front row.
We were omazed by the ship 's sheer size.
We were amazed by the sheer size of the
ship.
The Queen 's portrait has caused dismay.
The portrait of the Queen has caused dismay. Radio City Music Hall is one of New York 's most famous theatres.
Plane trees are a common sight on the
streets of London.
We agreed to make a go of it for the sake of the children/for the children 's sake.
The genitive and the of structure can describe different types of relationship such as owners h i p . o rigi n and subject. To avoid confusion when we are describing more than one relationship between nouns i n a phrase. we prefer to use the 's genitive for the orig i n , owner o r creator, and the of structure for the subject or topic: X !-waSR'{ -€e/Wifl€ee-Oy··the-qU6Frel!s-·des€Fiptkm-of.-the-..witness, or I wasn 't convinced by the witness's description of the quarrel.
(the witness
=
t h e person who made the description:
the quarrel
=
the topic of the
description) One of our most popular exhibits is Van Dyck 's portrait of King Charles. ( Van Dyck = the creator of the portrait: King Charles = the subject of the portrait) We can also combine possessive forms with prepositions ( 111- Unit 28) to describe a n u m ber of different relationships:
i ownership
I
i subject (of structure)
l
i creator ( preposition)
Have you seen the National Gallery 's portrait of King Charles by Van Dyck ? ( 's)
2 6 . 2 E We can use the of structure to put new information at the end of a sentence (for more N e w on the information principle ". 3 6 . 1 A). Compare : information American presidential candidate Robert Kennedy was assassinated in 1 968. with the of X He· was·.feFmer-presifient .JehH·F ·KeflReey.'s-Yfltlnger ·bretherc structure or He was the younger brother of former president John F Kennedy. (The new information is the reference to John F Kennedy.)
258
26.3B Other
26.3C Compound nouns
W e u s e o f and other prepOSitions t o describe classifying relationships s u c h as type o f content, subject. source and purpose: I 've got a marvellous book of short stories by Somerset Maugham. (content) The kids have been watching a film about rollerblading. (subject) I'm hoping to buy a sofa from that SwediSh store. (source) Our uncle's company manufactures lubricants for ball-bearings. (use/purpose) o We do not use a possessive if there i s a compound noun with the same meaning: X �·I'Jf/fJ9h£-B.-f/€w-ffi€qtlet-aH.!Je -spept.!s--shap, or I bought a new racquet at the sports shop. (sports shop is a compound noun) Compound nouns are words which have been created by combining two nouns which are related to each other. They are similar to classifying possessives because the first noun ' classifies' the second noun . it describes it or tells us its purpose: dressmaker (= maker of dresses) fashion magazine (= magazine about fashion) Compound nouns can be written as a single word (dressmaker) , two separate words (fashion magazine) or two words joined by a hyphen ( waste-bin ) . There are no rules for this and it is best to cheCk in an up-tO-date dictionary. Compoun d nouns can also be formed by combining nouns with verbs or adjectives: noun + verb : windsurfing fire-eater Thanksgiving screWdriver rocking chair filing cabinet swimsuit cookbook • verb + noun: • adjective + noun: highway blackbird real estate easy c/Jair o Some compound nouns are formed from m u lti-word verbs (� Unit 1 4) . They usually follow t h e same order as the verb. but there are a few exceptions: turn out -. turnout spill over -. overspill turn down -. downturn We can also make compound nouns from time expressions ( "" 2 6 . 2A):
o Be
a three-week holiday
a four-11Our delay
a ten-minute drive
careful with compound nouns describing containers. The compound form only describes the container itself. not its contents. Compare these examples: I n a shop: I'd like a dozen Royal Daulton tea cups. (compound noun = cups designed to hold tea) In a cafe: X 1·'fj.Jtke a- tea-€t1p-an£l.-{3-Mars-bar..-pleaseo or I 'd like a cup of tea and a Mars bar. please.
)v ".' -'
P ra ct i c e 1
26.1
Choose the correct alternative, A or B. In some cases both options are correct.
The key to these eAtI(I::ieS IS on page 366.
. What did you do . .
;..
Rewrite the sentences using genitive forms. The exercise begins with an example (0) .
o 1 2 3 4 5 6 7
The stories Steve told and the stories Jane told were completely different . . . . . . . �t;f1tf
'
8 I ' m fed u p with the hopeless ineffi ciency of the secretary of my boss. 9 The personality of my mother and the personality of my father are very alike. 1 0 These aren't my keys, they are the keys belonging to my flatmate. 1 1 The new Act of Parliament will protect the right of everyone to privacy. 1 2 The toilet for men i s over there on the right. 1 3 I 've j ust i n herited the house belonging to the brother of my grandmother.
1.
A at the course's end) B at the end of the course? A Sam's new girlfriend) B the new girlfriend of Sam)
Have you met .
3
",
is a constant source of inspiration.
A Barcelona's architecture B The architecture of Barcelona
�
I need to visit . . .
A the doctor's surgery. B the surgery of the doctor.
5,.:
Some debris got caught u nder . .
A the conveyor belt's wheels. B the wheels of the conveyor belt.
6
Our organisation strives towards . . .
A poverty's elimi nation. B the elim ination of poverty.
7 . The N i nth Symphony i s arguably .
8
9
ro
.
A Beethoven's greatest work. B the greatest work of Beethoven.
. . is the search for personal fulfi Iment i n a hostile world.
A The novel's theme B Tile theme of the novel
He's taking . . from his job at the u niversity.
A a year's sabbatical B a sabbatical of a year
.
sometimes drives me u p the wall .
A My h u sband's i m patience B TIle i m patience of my h usband
.'1 1 Throughout t h e flight w e had t o p u t u p with .
A the c hildren sitting in the back row's antics . B t h e antics of the chi ldren sitting in the back row.
1 4 The opinions of residents of sink estates are rarely taken into consideratio n .
1 2 The most senior clergyman in the Church of England is .
A Canterbury's Archbishop. B the Archbishop of Canterbury.
1 5 T h e dance routines o f Fred Astaire a n d Ginger Rogers are legendary.
1 3 We're going to hold the party at . "
A Michael's place. B the place of Michael .
2 mo_�
1 4 . . . was a n i mportant turning point i n French history.
A 1 789's revolution B The revolution of 1 789
1 5 Researchers have been amazed by the . mutate when attacked.
A virus's abil ity B ability of the virus
Eight of these sentences contain mistakes. TIck (v) the correct sentences, then find and correct the mistakes. 1 Elizabeth is a good friend of h i m . 2 I ' m really fed u p with m y landlord's wive's endless complaints about noise. 3 As the English say, ones' horne is ones' castle. 4 You should pay attention to what he says; he's a close associate of the managing director. 5 Don't blame h i m ; it was mine own fault. 6 She's been put in charge of childrens' activities at the s u m mer camp i n Maine. 'ce they got married they've only been interested i n eacll other. -other's-in-I aw 's parents have decided to emigrate. , know him very wel l ; he's just an acquaintanc e of us from 'v days.
to
16 The vet wasn't very pleased with .
A Fido's progress. B the progress of Fido.
1 7 Her doctoral thesis i nvestigates . . . in medieval China.
A Confucianism's spread B the spread of Confucianism
18 The blessing will take place at
A the Twelve Apostle's c h u rc h . B t h e churc h o f t h e Twelve Apostles.
19 Why can't you just hand i n your notice . .
A for heaven's sakel B for the sake of heaven I
20
A Galliano 's latest designs B The latest designs of Galliano
. are generating a lot of excitement at the Paris fashion shows.
ing wrong witll that buses' brake lights.
261
6 Bil l and Suzy found hiring a well-ed ucated children's nanny was worth every penny, A Their nanny was well-educated. B Their children were well-educated.
Use the words ( 1 -1 5) in the box to form compou nd nouns that fit in the same numbere d ga S . the text. You will need to add the second part of the compou nd yourself . The exercise beg, s In w� two example s (0) a n d (00) .
:
Today 's consumer guide looks at (0) . . .
tap/;cfk. .
.
o lap 00 b uyer 's 1 bran d . 2 m ai l 3 :credit
computer magazines. These often contain useful (00) . . . kUf.ef.x.j«I.J.M . . and reviews of models currently on the market. Suppliers of the leading ( I ) .... . .
..
..
often sell their products at CUI prices through these magazines. [f you decide to
buy by (2) . . . . . you will find the advertisements a good source of bargains And ; if you pay by (3) . . you will automatically be insured. But if you need help i n .
.
.
choosing a model. i t might be better t o shop i n the
(4) . . ..
..
5 . sho p 4 high
where you can ask a
. . . ..
. . of the features and facilities you require, and these
will depend to a large extent on the way you plan to use your machine. If you ..
7 soft 8 hard
.
use a lot of graphics (7) .. . you'll need a fast processor, a large (8) .
.
...
. and a
9 word 1 0 key 1 1 worl d
.
high-definition screen. If you are only going to be using the machine for
(9) . . . . processor speed will not be so importlUlt, but you will want a comfortable and sturdy ( 10) ..... . .
.
Almost everyone these days needs to access the Intemet in order to use e-mail and cruise the ( 1 1 )
. . . . .•
so look for a high-speed modem. Be aware of the input
and ( 1 2) . . . . . devices you want CD and floppy disk drives usually come as stlUldard, but you may want a DVD drive or a PC-card slot. Once you have checked all these features you can compile a
you
.
( 1 3) . . of models ..
.
interested in. Check that your chosen models include comprehensive
( 1 4) . . . and ask your supplier about warmnties and ( 15) are
B The parking lot is open 24 hours. 8 pave was often embarrassed by his aggressive flatmate's comments.
.
...
. . service.
A Dave 's flatmate was aggressive. B H i s fJatmate's comments were aggressive
9 My uncle is restoring a redundant tax- i nspector's office i n Newcastle.
A Some tax inspectors have been made redundant i n Newcastle. , 0 Who's going to look after our sick neighbour's p u p py?
6 check
for implUtial guidance and advice.
You should make a (6)
(5)
A The supermarket is open 24 hours.
computers. The range of the.se
portable computers on the market can be daunting, but a good place to start is .
1 I managed to find a place i n the 24-hour supermarket's parking lot.
i'
1 2 ou t 1 3 short 14 15
B
The office in Newcastle is n o longer required by the tax i n spectors.
A
Our neighbour is sick,
B Our neighbour's puppy is sick,
Use compound nouns to complete the sentences. The compound nouns you need can be formed by combining words from each of the boxes below. Then rewrite these sentences using ..,propriate possessive forms to replace the phrases in brackets. In two sentences the phrase in briKkets does not need to be changed. �hd
c'
d ow n horse news bank data out ra i l ,UIing' wind five-minute wal king
26.3
.
Which explanation is correct. A or B? Stephanie loved her beautiful daughter's sports car.
A
Stephanie's daughter was beautiful.
B
The car belonging to Stephanie's daughter was beautifu l .
2 There's a n e w doctor's surgery on t h e corner of G reenford Street.
A The doctor h a s recently qualified. B The surgery has recently opened .
3 S h e i n h erited a wonderful wooden doll's house.
A
The doll is made o f wood.
B The h o u se i s made of wood.
4 The company m a n u factures low-cost nurses' u n i forms.
A
The n u rses earn low wages.
B
The u n i forms aren't expensive.
5 Gary d i d n 't think much of his new boss's manag ement techniq ues. A Gary has a new boss. B
:62
Gary's boss h a s some new manag ement techniq ues.
fit
�
agent
lord
surfer
ways
o The only thing missing from (the office belonging to my boss) is a . . . , Th�.qrrly..th0.!J. !f!!.fJ0jfi:o.�.I:11-y. hxs.'s qJfo4: if 11-:fiJ.0j. @M.. . . . Could you pop down to the .
2 That silver-topped . . .
robber racing
stick walk
b ase s
.. and pick up (the evening paper that Charles orders).
. .. belongs to (one of the friends that
..
5
jam turn
I have).
3 The (private beach of the hotel) is only a . . . . . . . . . . from here. 4 The (privatisation organised by the government) of the . . . . . . . . . . is going ahead next year.
5 The . . . . . . . . . . . WOUldn't allow (the girlfriend of his tenant) to move i n . 6 (The penSion fund of m y father) has been badly affected by the . . . . . . . . . i n the value of blue-chip stocks.
7 Clare bought a beautiful new
. . . . . for (the wedding of the sister of her brother-i n-law),
8 The . . . . . . . . . . managed to ignore (the screams of the crowd) lining the beac h . 9 Whenever w e are over at (the house belonging t o Dad) w e seem to spend the entire time watching . 1 0 The . 1 1
. . on the television. . refused to accept (the j urisdiction of the legal system) over h i m .
(The firm m y wife works for) speCialises i n setting u p . . . . . " . . for insurance companies.
1 2 The .
. .. was caused by the volume of cars setting out for the south coast at (the start of the
.
bank holiday). " . . . .
. ."
"
.
. .
.
. .
.
. . . .
. . . .
.
. . . . ..
263
After as a n d than. we can use a subject p ro n o u n with an auxiliary or modal verb (Ia>- 2 2 . 1 A)
P ro n o u n s
The ski instructor didn 't ski as well as I doldidlcan.
We usually use the object pronoun i n short responses: ' Who 's there ? ' 'It's us. ' After It is we use the subject pronoun in formal language, the object in i nformal: • Form a l : It is they who asked for the music to be turned down. • Informal : It 's them who asked for the music to be turned down. When we have a n o u n a n d pro n o u n , or two pron o u n s together. we tend to put the speaker last (possibly out of politeness):
Pronouns are words which we substitute for nouns i n order to avoid repetition. This u n it explains how English uses s u bject and object pronouns, refl exive and reCiprocal pronouns. a n d i ndefinite pronouns. (For determiners used as pronouns � 28. 2 , 28.3; for relative pronouns �. 3 1 . 2A; for m o re o n pronouns as substitutes for nouns 10> 35. 2 . )
You and I are both invited to the pro-celebrity golf match. if you fancy it.
P E RSONAL PRONOU N S 27 . I A Form
W e u s e perso nal pronouns to refer to both people a n d objects. (This u nit also looks at possessive adjectives.) subject pronouns
27. 1 8 Use
However, if we have a n o u n a n d prono u n where the pronoun does not refer to the speaker, we usually put the pro n o u n first:
o We should
Don 't you think we should let him and his wife decide when to come?
use object p ronouns after a preposition , although in i n formal English you may hear the subject prono u n :
reflexive pronouns (IJo 27.2)
object pronouns
(possessive adjectives)
possessive pronouns
me
my
mine
myself
you
you
your
yours
yourself/yourselves
he
!lim
Ilis
Ilis
himself
she
her
her
hers
herself
it
it
its
(no pronoun)
itself
we
us
our
ours
ourselves
they
them
their
theirs
themselves
After we mention a person or a n object once. o r if the context makes it clear who or what we a re referring to , we usually use pronouns to refer to them. We use subject pronouns i nstead of a noun as the subject of a verb:
)( They 'Fe seRding· the new'consignment over f
v They 're sending the new consignment over for Tom and me to check. 27. 1 E Modifying pronouns
I n some exclamations we modify object pronouns, usually with an adjective: Look what I 've done! Silly me!
Lucky old him/her.
We can use a n o u n after a p ro n o u n to c larify who or what we are referring to: I want you boys to report to the Head after this class I
Then she. Mrs Vincent. got up and asked everyone to leave at once"
;/ Uses of lie.
27. 1 F
she a n d it
We use it to refer to a n i mals, things. ideas. or actions. and not usually to people u n l ess to refer to an u nborn o r young baby (if the sex is u nknown ) : We use it as an ' empty' s u bject (I>- 3 3 . 2 ) :
Mary brought her new baby into the shop yesterday - it 's very cute" 'Who can that b e a t the door?' 'It's m y neighbour. He often calls this late. '
It has been several years since sultry singer Sode was last in the spotl/gllt.
We use he a n d she to refer to people and also to a nimals, especially domestic pets: We had to take our dog, Damon, to the vet yesterday. He 's got ear mites.
We use object pronouns i nstead of a n o u n as a direct o r i n direct object: • Di rect object: I met Julian yesterday. I like him, don 't you? • I n d i rect object: Those books belong to Julian. Can you give them to him, please ? We use possessive adjectives before a n o u n to express ' belonging" • Adjective: Did the neighbours leave tIlat here ? It looks like their deekchair. We use possessive pronouns i n stead of a possessive adjective + n o u n : • Pronou n : No, it's not their deckchair. It's oursl Don 't you recognise it? 27. 1 C Omissionl inclusion of pronouns
We often use they (them, their) after i n d efi n ite pronouns: 'Someone calied you from Grant 's Garage. ' 'Oh, did they leave their name?'
We can expect carol singers; they often come at this time of year.
But it is i ncorrect to use a n o u n
+
pronoun together as the subject of a verb: )( E-mails·they hove· lJecome a rea/·nuisol1€e. v E-mails have become a real nuisance. We do not use object pronouns i n i nfin itive phrases or relative clauses if the object has al ready appeared i n the same sentence: )( Those·plastic mi>es· looi> -gee9-eRoflgh· �at-them,
264
A doctor always makes decisions according to tile best of hislherltheir knowledge.
Doctors always make decisions according to the best of their knowledge.
English does not usually o m it pronouns, especially subject pronouns:
v Those plastic cakes look good enough to eat. )( Tl70t:S -the ploy · l t
The fact that English distinguishes ge nder with he, him. his a n d she. her. hers can cause difficulty i n deciding whicll form to use after a subject o r object not clearly of either gender. He, him o r his used to be most common , but many people now object to this. Ways to avoid using he, him and his i nclude the use of he/she (l1im/her, 11islher) i n writing, or they (them, their) o r p lurals i n speech o r writing:
There are some cases where we can use either an object pronoun or a subject prono un. After as a n d than in com parative patterns. we use the subject pronoun only in vel'Y formal English; the object pro n o u n is more common: Form a l : [ The ski instructor didn 't ski any better than I . J • Informal: The instructor didn 't actually ski any better than me.
27. 1 G one
We use one or ones to avoid repeating countable nouns: Do you prefer the dark chocolates or the light ones?
We do not use one to replace uncountable nouns: )( 9o-yeu- -PFefer- white fice-or· DrawR·Qne·� V Do you prefer white rice or brown? We can use onelones after the and adjectives. but not illlmediately after alan : v I'd like a loaf of bread" Can you pass me one from tile tap shelf?
)( r{'/-like a loof efbreol'i Can you pass me a one from the·tap sllelf?
These are interesting fossil specimens. This is an amazing one.
We do not lise one lanes when we refer to an item that has previously been defined" Compare: I need a drink. a large one. (= any d rink) Where 's my drink? Dh. there it is. ( = Illy dri n k - a defined d ri n k )
265
D
R EFLEXIVE A N D R EC I PROCAL PRON O U N S
2 7 . 2A Reflexive pronouns
Reflexive p ronouns are formed with self/se/ves (II- 2 7 . 1 A) . We usually use reflexive pronouns when the subject and object are the same person or thing: X Guif:k)· .rhe-eaby�s- bumt- herc v Ouick ' The baby 's burnt herself! Compare: Ben treated him to an ice cream. (him = someone else. not Ben) Ben treated himself to an ice cream. (himself = Ben) After prepositions we use a n object pronoun to refer to the subject when it is clear who . or what it refers to; otherwise we use a reflexive p ronoun. Compare: Jim emerged from the underground station and looked around him. (him = J i m ) Jane was upset. Alexa was really annoyed with her. ( h e r = Jane) Jane was upset. Alexa was really annoyed with herself. ( herself = Alexa) We u se reflexive p ronouns to refer to the subject after verbs with dependent prepositions (.. 1 5 . 2 ) : Politicians have to believe In themselves if tlley expect the people to believe i n them. (We use them here as the subject of to believe in them is the people and not
politicial1s . )
' I M P ERSONAL' P RO N O U N S
you , we,
We can wear whatever we like to go to the theatre these days.
If we wish to exclude ourselves, it is better to use they: They behave really badly at football matches nowadays.
We also use they to refer to people in authority: Did you know they 've put the parking charges up again ?
27.3B
D There are
We 've decided to g o o n holiday b y ourselves next year.
2 7 . 2C Emphatic use of reflexive pronouns
many verbs which take a reflexive in other languages but do not usually do so in Engl i sh . e.g. wash, dress, feel, remember, hurry: v I don't feel very well today. X l -don:t feel-myse# very-weIHede!t
We can use reflexive pronouns to emphasise the subject or object of a sentence. The pron oun can come after the s u bject, after the a u xi l iary (if there is one) or verb, after the' object or at the end of the sentence: L_L_____ �_
T
I have used this technique on a number of occasions. myself
We can use the reflexive p ronoun either at the begi n n i ng or the end of a sentence and separated by a com illa to mean 'as far as I ' m concerne d ' : Myself. I don 't li/;e the new fashion for flared trousers.
I don 't like the new fashion for flared trousers, myself.
We use (al/) (by) myselflyourself, etc. to emphasise 'without any help' or 'completely alon e ' : The garden looks amazing. Did you do it (all) (by) yourself.?
27.20 Reciprocal p ronouns
266
Compare the use o f reciprocal pronouns (each other/one another) and reflexive pronou ns: Steve and Elaine blamed only themselves for the break-up of their marriage. (They both blamed the two of them and nobody else . ) Steve and Elaine blamed each other l'or the break-up o f their marriage. (Steve bla med Elaine and Elaine blamed Steve.) Each other usually refers to two subjects, one another to more than two, though we ten d to use the two forms interchangeably i n informal English: He spoxe fast alld his words tumbled out, tripping over each other/one another.
One con sympathise with the sentiments bel1ind the actions of the strikers.
We can use one as a subject or object pronou n , and as a reflexive p ronoun :
D The
One tends to learn to fend for oneself if one lives alone.
4)
yourself, acquaint yourself (with), behave yourself:
( = take a s m uch food a s you want) The phrase by yourselflhimself, etc. means 'alone' or 'without h e l p ' :
We use one i n formal language to mean people generally including ourselves:
one
Some verbs take the reflexive in English where it may not seem logical, and where similar verbs in other languages may not take the reflexive, e . g. enjoy yourself, help
Help yourself to the food, won't you?
You can wear whatever you like to go to the theatre these days.
If we wish to include ourselves, it is better to use we:
Howard made sure that everyone except him/himself had a drin/;, as he was driving.
Did the children behave themselves while we were out? ( = behave well )
When w e wish t o express general feelings and opinions ( i . e . n o t necessarily those of the speaker), we can use you, we or they :
tlley
W e c a n use either t h e object pronoun o r the reflexive t o refer t o t h e subject after as (for) . like, but (tar) and except (for): 27.2B I d iomatic use o f reflexive pronouns
Don't use a reflexive or a n object pronoun where a reciprocal p ronoun i s needed: X Se,-we!II..see�uf'selves-lu5 eHne-feuntein--ot-ileJf-pest- -6ne-Wf/1f)f'r-ew v So, we'll see each other at the fountain at half past one tomorrow.
use of one to mean ' I ' is considered u n necessarily forl11al:
US English rarely uses one, but prefers you (IP- 2 7 . 3A) .
(One would lixe to attend the ceremony, but o n e is too busy. J
I N D E F I N ITE P RO NO U N S AN D ADV E R B S 2 7 .4A Form and use
person
object
place
manner
someone/body ' anyone/body
something anything everything nothing
somewhere anywhere
somehow onyllOw2
everyone/body no onelbody3
everywhere nowhere
Any, some, every and no combine with nouns or adverbs to form p ronouns (or adverbs): 1
We use -one and -body i nterchangeably. anyhow is informal and is similar to anyway: Anyhow, as I was saying . . 3 We usually write n o one a s two words, w e write nobody a s one word, These pronouns and adverbs do not refer to a specific person, place, etc . : 2
They were miles from anywhere - no one would hear her scream.
We use some compounds when we are thinking of a particular u nspecified person , p lace o r thing , but w e use any compounds when w e are thinking o f people . places or things i n general: 'What would you like for your birthday ?' 'Oh, anything. ' (= no particular present)
4) Any + oneltlling/where
'Well, there 's something I would like . . ' (= a particular present)
is not negative: any people i n the area) one/thing/where with the meaning 'it does n 't matter who/what/where ' :
Anyone would hear her scream. (=
We use any
+
'Where shall I sign the card?' 'Oh, anywhere you like. '
If we lise these p ronouns and adverbs as s u bjects, they take a singular verb: Everything is going smoothly and NASA expects to launch the shuttle as scheduled.
We can use these pronouns with mOdifiers, e.g. adjectives or else: Tony decided to do something active about his problems. Something else you become aware of all over the Basque country is tile bracken.
267
P ra ct i c e
The ,i.) ey
to
riles!?
£.\erCiSeS ,'S on
poqe 567
1
Read :h e articl � below and replace the underlined words with a suitable pronoun or possessive adJective. The first one is given as an example (0).
Bernard Warner is a fishmonger. Mr Warner sells fish lots of (0) ji.!l!f'. . .... ,it... . .. - and ( I ) McWarner ........ sometimes sells lobsters. When the lobster alTived in his shop. (2) � lobster ........ didn't strike (3) Mr Warner ...... . as being particularly odd. (4) The lobster ...... . was a I itt le paler than most otIiers of ()) the lobster's ........ species, but perhaps it was just a bit old. Mr Warner left his shop to go on holiday as planned. (6) Mr Warner's .:il:lQp . . . was a family shop and he knew (7) the shop .. ...... was in good hands. En route to Majorca, Mr Warner picked up the in-tlight magazine. (8) The magazine . ....... fell open at an article about albino lobsters. These very rare lobsters are just paler versions of a normal lobster. (9) Albino lobsters ........ are also very valuable: ( 10) 1111 albino lobster . . ...... caught off the American coast was sold _.
..
.
.
..
..
.
for £ 1 5,000; another. bigger ( I I ) albino lobster ........ was insured for £20,000. As soon as he reached his destination, Mr Warner raced to a phone. 'Don't sell that 10bsterF he told his family firm. But it was too late. ( 1 2) The lobster . ....... had already been sold. Mr Warner couldn't believe his bad luck. A diner somewhere had eaten the prize catch and ( 1 3) the diner ........ had had no idea at all of ( 1 4) the animal's ........ value. After 40 years as a fishmonger ( 1 5) Mr Warner ........ had thought that no one knew the business better than ( 1 6) Mr Warner ... . .... . but he had never come across ( 1 7) an example ....... of those lobsters before! Mr Warner said that he now knows what it's like when a person wins the lottery only to realise that ( 1 8) that person ........ have thrown away the ticket! .
Rewrite a l l of the u nderlined phrases in this dialogue to correct the mistakes with the pronouns. . Some of the underlined pronouns are grammatically incorrect; others may be considered too formal or old-fashioned. In some cases you will just need to change the order of the pronouns. The first one is given as an example (0). MILES PHOEBE MILES PHOEBf
MILES
PHOEBE
MILES
268
3 5 2 8 7 64 1 . Hello. Hi. M i les. (0) .lUhl. Phoebe. H i . Phoebe, how are things? N ot too bad. ( 1 ) Me and Justin have had colds, but we've sti l l been going in. (2) a teacher ca n ' t desert h is class! You should take time off. you know. (3) �an 't carryon working if on e isn' t feeling well. I know what you mean. but (4) it's we teachers who always get the blame if the kids don't learn enough and fail their exams. so (5) QJJ.e can't take too much time off. Talking of colds, have you had (6) .il..Q!le this year yet? N o . I think ( 7 ) Lilnd J�11Y have been really lucky so far.
. J f ;XI:I:1k . . .
pt10EBE
",ILES PHOEBE MILES :,
PHOEBE
Yes. you have. Listen, Miles. I ' m actually phoning to find out if (8) kony and you would be interested in joining the amateur operatic society i n the village (9) with Justin and I . You're joking. aren 't you? You know that you and J ustin sing much ( 1 0) �er than we. and anyway. Jenny thinks the society is really snobbish , so she won't be interested. Perhaps ( 1 1 ) one does get a lot of m id d l e-class people there. but they're always friendly. ( 1 2) I f anyone new comes in �ways made welcome. I don't know . . when is it. anyway? The season starts on Thu rsday evening. Oh. we can't come the n . Our dog Samson is having a minor operation that day and ( 1 3) we want to be with it in the � i n case the anaesthetic hasn 't worn off properly. Oh, ( 1 4) poor old he! I hope it goes OK. and I q uite understand. ( 1 5) Q.illU&!l·t be too careful with animals. OK. let's get together another time then. I ' l l give you a buzz soon .
In each pair of sentences below. one or both sentences are correct. TIck (v) the correct sentences and cross Pc) the incorrect ones. Where both sentences are correct. choose an explanation from the box for the difference between the m . You can use the explanations more than once . The pronou ns refef to differe nt p eop l e . There is no difference in mean i ng at a l l .
. The difference is .one of emphasis.
One sentence is more formal or more dated t h a n t he ot h e r
.
o a b a b 2 a b 3 a b a b 5 a b 6 a b 7 a b 8 a b 9 a b 10 a b
You can get tickets for the whole of the city transport network here , One can get tickets for the whole o f the city transport network here. Alicia and Charles blamed themselves for the break-up of their marriage. Alicia a nd Charles blamed eacll other for the break-up of their marriage. Ewan is thinking of bringing some work with h i m . Ewan is thinking of bringing some work w i t h h i m self. We all give each other small presents at the C h ristmas pa rty. We all give one another small presents at the Ch ristmas party. Ouch! That radiator is really hot. I ' ve burnt myself! Ouch! That radiator is really hot. I ' ve burnt m e l We're going to miss the bus. Quick. let's h urry o u rselves l We're going to miss the bus. Quick. let's hurry! The paint effect you've used on the wall is great. Did you do it yourselves? The paint effect you 've used o n the wal l is great. Did you do i t by yourselves? Wi l l we be able to find each other a m ongst all the people at the concert hall? Will we be able to find ourselves a m ongst a l l the people at the concert hall? The girl's coach rebuked herself for missing some very easy shots. The girl's coach rebuked her for missing some very easy shots. I thought the Government supported GM food. D i d n ' t the P M say that? I thought the Government supported G M food . D i d n ' t the P M say that h i m self? Most people find this style of art depressing. As for m e , I think it's sti m u latingl Most people find this style of art depressing. As for myself. I think it's sti mulating l
. "
t( :'
[Q]
0
0
0
0
0
0
0
0
0
0
269
6 rJ!J1-�· U n derline the correct alternative i n italics i n these sentences. In two sentences both alternatives are acceptable; in these sentences, underline both of them. 1 You can't tlave lost the tickets. They've got t o be anywhere/somewhere' 2 I have n ' t got a clue where I a m ' I s n ' t there anyone/no one here who could d i rect me to the Stakis Hotel? 3 4 5 6
Is/Are everyone here now? We ' l l start the tour straight away then. There i s hardly anybody/nobody to be seen on the streets of the centre after d u sk. Peter decided that h e needed to do constructive something/something constructive with his life.
7
somewllere/anywllere.
8 9 10 I I 12
The kidnap victims were blindfolded, driven into the country and thrown from the car miles from
It
is essential that we locate someone/somebody who can repair this mach ine within the next 48 hours . T h e mayor i s caught i n the city traffic . We've somehow/anyhow got t o find a way t o get h e r here fast. 'What would you like to d rink?' ' O h , something/anything . Whatever you're having will be fine. ' That new chess champion from the U krain e is amazing. Anyone/No one can beat h i m ! Anyhow/Anyway, I m ust be going now. I 've got tots t o d o t h i s morning. The batt can bounce anywhere/somewhere between the inner tramlines, but if it bounces outside them , you lose the point.
Read this extract from a book and complete it with a suitable pronoun or possessive adjective which best fits each space. I n the book the author, an American, describes his first visit to England.
( 1 ) . . . . . . . . . I liked
(2)
..
(4)
..
of fundamentally cheerful, well-ordered, pleasantly uneventful days.
( 6 ) . . . . . . . . and
( 5 )...... .. i n 2 1 March
. . . . . . more i n a very long series
t h e whole of Dover would have :l n y particular reasons [ 0 remember 1 973, except for
liP',
. . . . . . small scale and cosy air, and the way everyone said
to ( 3 ) . . . . . . . . , and the sense that this was j ust
a handful of children born tilat day.
(9) . . . . . . . . t i l l mid-morning, With
I didn't know how early ( 7 ) . . . . . ". could decently begin asking for a room in
( I O)
England, so I thought ( 8 ) . . . . . . . . would leave time on
....
. . . . hands,
o
00 000
0000 1 2
I made a thorough search for a guesthouse that
In Manchester, UK, twelve-year-old Andrew and his friends kick a ball to themselves after school every day. It is Andrew's ambition to play football for Manchester United. In Pakistan, Asma, also twelve, stitches the balls that Andrew ahd his friends play with them. It is Asma's ambition to become a
4
footballs are produced in Pakistan, many of their by children. But is this
5
necessarily a bad thing?Work can be a way for children to gain skills and
7
increase them choices. Many families in Pakistan are extremely poor; they need to find money everyhow and many children have to work. Stitching
8
footballs is �afe, easy work, which it can be done at home, fitted around the
9
child's schooling. Anyone wants the children in Pakistan to go to school
10
more than them do. But, as one child says, 'If we are to go to school instead
I I
of work, one must give us money'.
I3
At a conference organised to address the problem of children having to work, children theirselves were asked to give opinions. A girl from Peru
14
commented, 'Anybody must get together to fight the real problem - poverty
15
- not working children.' Children at the conference felt that they herself
16
17
. . . . . . . . 01'. .
In recent years the use of child labour in producing footballs has become an issue which it .fuels public indignation. About 80 per cent of match-grade
6
. . . . . . v.. .
. . .eA,Ch:oi:he:r. . .
teacher. That ambition is as unattainable for her as is Andrew's for them.
3
I2
It must be said thar Dover was nor vastly i mproved by daylight, bur I liked 'Good morning', and 'Hello', and 'Dreadful weather - bur i t must brighten
�ea d the article below. Some of the lines are correct (examples 0 and 000) . some have a wrong word that must be replaced (example 00) and some have an unnecessary word (example 0000) . If a line is correct, tick ( ....) it. If a word must be replaced or omitted, underline it and write its replacement if necessary at the end of the line. There are four examples at the beginning (0, 00, 000 and 0000) .
should be consulted, as adult decisions are often wrong for them. For
example, many Bangladeshi children they suffered in the mid-1 990s when a
18
US Bill threatened to ban imports made by it: clothing manufacturers in
19
Bangladesh sacked all children under fourteen, and many of themselves were
20
forced to take less well-paid, more harmful work, including prostitution.
( 1 1 ) . . . . . . . . o n rhe doorstep of the ( 1 2 ) . . . . . . . . I
looked attractive and quiet, bur friendly and not too expensive, and at the
stroke of ten 0 'dock presented
had carefully selected, taking care not to discompose the m i l k bottles.
( 1 3 ) . . . . . . . . was a small hotel that was really a guesthouse, indeed, was really a
( '1 4 ) . . . . . . . . name, but I well reca ll the proprietress, who then gave ( 1 6 ) . . . . " .. a rour of the facil ities and outlined the many compl icated rules for residing there. This was a l l boarding-house.
( 1 5)
I don't remember
showed
... " " , , to a room,
and possibly irredeemable mess of ( 1 8 ) . . . . . . . . ,
bewilderingly new t o m e . Where I c a m e from, ( 1 7) . . . . . . . . gOt a room in a motel, spent ten hours making a lavish
a n d Idt early the next morning. This was like joining the army.
270
271
28. 1 D
Dete rm i n e rs
It is commonly accepted today that brown bread is good for you.
Determiners are words tllat precede nouns, e.g. articles, demonstratives, quantifie rs and possessive adjectives. Articles can be a problem area in English for students even at advanced level. especially for those whose own language has a very different article system. This unit covers articles, demonstratives and quantifiers.
Did you remember to get the bread out of the freezer?
We only use an article before an abstract n o u n if we wish to make an abstract noun more specific, e.g. to talk about a particular type of hope: x IHs-il'npess-ilJfe-W.·!ive-in-o-werld--wi#leut ·t-he--lwpe, v It is impossible to live in a world without hope. (hope in general)
ART I C LE S 28. 1 A Basic ru les
The hope of finding a cure for cancer drives a lot of medical research.
Articles (a/an, the) precede nouns and some other words i n a noun phrase, e.g. few.
•
al//both/half + the: all the information. both the twins quite/rather/sucl7lwhat/half + a/an: quite a difficult problem
We use the indefinite article (a/an) with singular countable nouns: a garage, an opinion . We use the definite article (tile) with singular countable nouns (the garage), with plural nouns (the latest computers) and uncou ntable nouns (the purest water). We can omit tIle with u ncountable and pl ural nouns (Io 2 8 . 1 D ) . 28 . 1 B Naming, describing and classifying
Nouns such as churciJ , IJospital, school do not take an article if we t ll i n k of tlleir purpose, i . e . church as a place of wors h i p , or school as a place of learn ing;
little, adjectives. The article is usually tile first word in a noun phrase, but note: •
With plural nouns we use either the or no a rticle. We don't lise a n article when we want to refer to a group or class i n general (IC> 2 8 . 1 B ) . Compare: Tourists are often blamed for changing the ciJaracter of a place. (= all tourists) Did you notice wlJOt the tourists in the cathedral were doing ? (= specific tourists)
We u s e a/an when we n a m e or describe something:
Fewer people attend church regularly now than twenty years ago. Call children leave school at fourteen in your country?
If we think of the physical place or building, we use an a rticle; The collection for restoring the church has almost reached its target. Is there a school in the village or do the children have to go to the town ?
28. 1 E Other
a/an
numbers: a hundred thousand prices, speeds, etc: two dollars a kilo, 20km an hour
That 's a scarab beetle. 'What's that?· 'It's an enormous anthil,, '
We use a/an when we refer to one exam p le of a class or a species: An African eleplJOnt has larger ears than an Indian elephant.
We use the to refer to the whole class or species: The African eleplJOnt has larger ears than the Indian elephant.
However, it is Illore cOlllmon to refer to the whole class with the plural:
o We
African elephants have larger ears than Indian elephants.
1
We can use these without a n article if we put the noun before the person's name: Irishman Eddie Jordan has put together a team of great quality and spirit. the
x Rut-hless· peaehers Iluflt an-elephant·{er-the-valuable iveflj -of...ifS -tIJ5/ts-, v Ruthless poachers hunt the elephant for the valuable ivory of its tusks. v Ruthless poacllers hunt elephants for the valuable ivory of their tusks. We can also use tIle with an adjective to refer to a class of people (I> 2 1 . 1 A):
do not use a/an to refer to a whole class rather than individual examples:
in some comparative phrases: the more the merrier, all the better in front of superlatives and first, last. next, only, some , right, wrong: the mos t
dangerous profession, the last time, the only one
We use a/all when the topic (noun) is not known to our listener/reader; we use the when it is known. Tilerefore , we usually use a/an for the first reference to a topic in a text, but then use the for subsequent references:
in measurements: You can buy saffron by the gram . physical environments: I prefer the town to the coulJtry. newspapers: the Times, the Herald Tribune. the Daily Mirror
A new travel guide has advised would-be tourists to Morecambe that it is a place to
avoid . . . . The guide paints a bleak - if Ilot thirel-world - picture.
We do not always have to mention something for it to be known to the listener. We consider that it is known in the following situations: situation something is unique
example
We are in danger of permanently damaging the Eartl/.
is the greo test heovyweiglJt boxer ever.
superlatives
Muhammod Ali
tile context makes it ' known'
'Has Edward orrived yet?· 'Yes, he 's in the dining-room . ' (= tile dining-room of tile house we are in)
a defi ning phrase makes it 'known'
Oasis is the Manchester band that shot to fame in the early
a prepositional phrase makes it ' known'
Meet me in the cafe next to the IIndergrollnd station near my house.
1 990s.
some geographical names: plurals (the United States . the US), areas (the West), mountain ranges (the Pyrenees), oceans or seas (the Pacific Ocean. the Block Seo) . rivers (the Rhone) musical instruments: She plays the violin. the media: All our family work in the theotre 2
The homeless will be removed from the streets and placed in hostels.
28. 1 C Known or u n k nown topics
jobs, nationalities and beliefs: I 'm a structural engineer. Helmut 's an Austrian. Cat Stevens became a Muslim. I
dates when spoken: the tenth of May 2 We often use television, cinema, etc. without a n article to refer to the art o r entertainmen t form: She works i n television. / '117 studying film i n m y final year. If we refer to a specific itelll we use the article:
Don 't put flowers on the television. Have you seen the Ilew film by Ridley Scott? no article
proper names: James. Chris Graham, Mr Jones3 names of most countries, mountains, lakes: Jopon , Mount Everest. Loke Victorio substances, liquids and gases: Cooking oil is simply liquid fat. materials: This blouse i s made of silk.
political or business roles: Lagos became President of Chile in 2000. transport: We 're going by rail to London, then by plone. times and seasons: ot night , in SlImmer, ot dusk4
273
meal(time)s:
no article
sports:
i llnesses:
A Mr Jones came to see you this afternoon.
(I don't know which Mr Jones.)
The Mr Jones with the stutter came to see you. (The stutter identifies this Mr Jones.) Although we don't usually use an article with seasons. it is possible to Lise the: in t� . spring/ the summer, and note that we use the with parts of the day: in the a fternoon . o We usually use a possessive adjective (not the) to refer to parts of the body: Put your hand up if you know the answer.
some
some (of the) jewels
some (of the) jewel/ery
several
several (of the) episodes a lot of the conference
close
distant
Do YOll recognise this man7
I 've seen that man before.
These parrots can live to over 70.
What are you doing this weekend7 There 's so much crime these days.
Can you see those birds in the tree? Do you remember that weekend?
There were no drugs in those days.
We use them to distinguish between close and distant things ( i n both space and time): In very informal speech we can use this or these instead of alan o r some, often to introduce a topic or start tel l i n g a story:
most (of the) apples
each applicant
each of the applicants
every (one of)
every page4
every one of the pages
all
all (of] the problem
all (of] the problems
o
We can use demonstratives as p ronouns to refer to a noun, a thing or idea (II> 3 S . 2A): Alan says h e 's giving up his job to travel the world. I think that 's stupid. this
to talk about a situation that we are experiencing:
This is the worst recession we have seen for more than ten years.
We can use demon stratives as a more formal alternative to
the one(s):
Hundreds of Brixton residents turned out to welcome Tyson to their borough. Those
In certai n expressions, we can use
who had bothered were rewarded by a 40-minute walkabout. this
or
that
instead of so to i ntenSify an adjective:
j 've never known a winter this cold before. So you think you 're that clever. do you?
Quantifiers are determiners which describe the q uantity of something. Notice the use of of or of the shown i n the table:
quantifier no
+
singular noun
/lone of the
274
+
plural noun
I 've got no coins.
none of the details
neither
neither cat
neither of the cats
either
either twin
either of the twins
any
any document
both
a lot)
d i rectly before a n o u n :
any
i n positive sentences with the meaning ' it does n ' t matter w h ic h ' :
You won't catch any fis h here. Any fisherman will tell you that.
28.38
W e c a n u s e quantifiers (except
any (of the) documents both (of tile) awards2
+
uncountable noun
I 've got no money.
none of the informatioll
no
and
every)
without a noun as s u bject of the clause:
The vote was split: half were in favour of the motion, half were against it.
When used as subjects some quantifiers take a singular verb . and some take a pl ural verb. Others are used with a singular o r p l u ral verb, depending o n the noun they substitute or mOdify. Look at the table:
always singular'
each. either. much Much of the research has already been completed.
always plural
both, several. a few, many
QUANTI F I ERS 28.3A Common q uantifiers and their use
a nd
It is possible to use some in q uestions where we have some expectation tllat the answer will be positive: Is some of the information useful? (I expect tllat a part of it is.) I s any o f the information useful? (I have no idea i f it is useful or n ot . )
This is a really wonderful cup of tea. What kind is it?
We c a n use
none
all (of) the trouble
You 've got some interesting ideas, but have you got any money to back them ?
We can use
This woman came up to me in the bank and asked if s/le could borrow .
28.28 Used a s pronouns o r intensifiers
most (of the) fruit
most of the IlOliday
each
With most q uantifiers. L1sing of the before a p lural or uncountable noun c h anges the meaning of the noun from general to specifi c : I'd like some jewellery. (general, w e don 't k n o w w h i c h jewellery) I 'd like some of the jewellery. (specific. a parti cular set of jewellery) 2 With both we can omit of before the: Both (of) the candidates believed they had won 3 For the difference between littlelfew and a litt/e/a few (ill> 6 . 3A) . 4 Note the difference between each and every . Both q uantifiers describe ' more than one'; we can use each to refer to two things, but not every : X Slle·WfI5-weFi e ng··a· fiRe· gokJ -Ellain··IJfl everY f1f1il1e, v She was wearing a fine gold chain on each ankle. But: She was wearing a ring on every finger. We usually use some in positive sentences, any in q uestions and negatives:
'I 'm not sure which shoes to buy. . · Wel/. I think these shoes are lovely. .
time
a lot of (the) time much (of the) furniture
I t is impossible to nominate both candidates for the Vice-presidency.
We can Lise demonstratives, this/that (singular) a nd these/those (plural ) . a s adjectives before nouns to refer to someone or something known to both speaker and listener:
space
a lot of (the) ideas many (of the) chairs
most
, We often use quantifiers (except
D E M O NSTRATIVES 2 8 . 2A Used as adjectives
uncountable noun
(a) little (of the) water3
many/much
4
+
half (of) the work
a lot of
the:
plural noun
half (of) the tasks
half (of) the task
half
3 We Lise a/an if we want to make a name less specific:
+
singular noun
(a) few (of the) sweets3
fewltittle
He 's got lung cancer. She's had German measles.
We can make a name more specific by using
+
quantifier
Have you had breakfast? See you at luncl1.
She plays both tennis and squash very wel/.
Some visitors to the new gallery are enthusiastic but many have expressed their disappointment.
singular or plural
any, half. some. a lot, all Some of the information is considered top secret.
Some of us are hiring a minibus to go to the match. 'We can't get many books to the schools in the outback. ' 'Don 't worry.
Any (books) are better than none. ' any (of the) information'
, The quantifiers neither and none take a singular verb with p lural nouns, thougll a pl ural verb is now accepted in speech and informal writing: None of the students is/are willing to accept the increase in coursework.
275
P ra ct i c e
Tile hey to these e ,eTC/ses is on page 5 6 7
1
documenta ry on Tuesday evenings, ( 4 ) . . . . . . one M m m I thought there was always a serious g. last week on homeless ness was really interestin Listen . (5) . . . . . is awfu l . 'Although landow ners travellers on one There's right. re ' you Yes, . t here is no fast route to evicting them. may lose income while travellers are on their land, have to take out more than one injunction before the (6 ) . . " . . . . . . who go through tile courts often matte r is settle d . ' re t o live, l i ke the rest o f us. The Wel l , what d o you expect? The travellers need somewhe land. them give should rnment gove to settle. (7) . . . . . . . . . . 's no solution, is it? They want to travel, not .. story in my magazine about travellers from years ago How do YOll know? There was (8) . to settle down then. and the encampm ents they made - they were allowed . Land i s ( 1 0) . . . . . . . . . . valuable today, people Yes, but i n (9) . . . . . . . . . . days there was more free land use every bit of it and don't want travellers on their land. the document ary says? M m lll , well why don't we turn the TV on and find out what
Read this story and fill in the gaps with the correct article: alan, the or - (no article), For one &iIII you will need a possessive adjective, I first experienced terror when I was seve n , My mother lived in London, but after a brief liaison with ( 1 ) . . . . . . . . soldier from ttle U n ited States she became pregnant and fled to ( 2 ) . . . . . . , country, (At that time, fi fty years ago, it was considered shameful to be a single parent.) A great aunt of hers lived in (3) , . cottage in (4) . . . . . North Wales, and there she was able to bring me up in (5) . . . . . . . . peace ' pretending that she was a widow. (6) . . . . . locals were all very friendly to us and accepted us With out q uestion , and I had ( 7 ) . . . . . . . . blissful child h ood. One day I arrived home from (8) . . . . . . . . school to find my mother clutching (9) . . . . . . . . telegram, in floods of tears. ( I O) . . . . . . . telegram informed her that her father - m y grandfather - had died. His vil lage funeral wo uld be i n three days and we had to go to London. I had never been outside ( I I ) and I was really excited at the thought of going to ( 1 2) . . . . . . . . capital city. So, two days later, we boarded a train to London. It was ( 1 3) . . . . . . . . first time I had been on a train and I could barely conta in ( 1 4) . . . . . . . . excitement of such a n adventure. Several hours later we arrived. I clutched my mother's Iland as we stepped down from the tra i n , ( I 5) . . . . . . . . station was ful l of people rushing home from ( 1 6) . . . . . . . . work and it was q uite dark. Now ( 1 7 ) . .. . . fear was starting to creep into my mind. Then, sudden ly, we were in ( 1 8) . . street outside the station. I had never seen so many people, buses and cars, nor heard so m uch noise. I was terrified . I opened ( 1 9) . . . . . . . . mouth and the wail that I let escape was one of (20) . . sheer terror.
Complete these short sentences with an appropriate article: alan , the or - (no article), H e 's got . . . . . . . . . asthma. The ring is just a band of . . . gold. I t prints seven pages . . .. .. m i nute. Let's have a weekend in . . . . . . . . . . mountains. She's at . . .. work. It's in . . . . . . . . . . Tasman Sea . Sorry - it's . . . . . . . . . . wrong answer. 8 It appeared in . . . . . . . . . . New York Times. 9 S he's always been . . . . . . . . . . Catholic. 1 0 What's for . . . . . . . . d i n ner?
1 2 3 4 5 6 7
11 12 13 14 15 16 17 18 19 20
We're going on a day trip by . . . . . . . . . . coach. They ' re flying to . . . . . . . . . . Seychelles. It's . . . . . . . . . . best solution . Can you ski on . . . . . . . . . . Mont Blanc? I t 's quite warm there in . . . . . . . . . . w inter. We all need . . oxygen. We've had over , . . . . . . dozen applicants. She works in . . . . . . , television. It's all . . . . . . . . better if you can come early. H e was crowned . . . . . . . king.
-' 3 �_r:=
Complete the dia logue with a demonstrative a djective or pronoun from the box. this [x3)
ROB
JENNY ROB
JENNY ROB
'6
that (x4)
these (xl )
thOse (x2)
What's on TV tonight, do you know? No. WilY don't you look i n the paper you' re reading? (1) . .. paper doesn't have TV listings. Oil, right. Well try (2) . . . . . . . . . . one on the shelf, over there. OK . . . yes, let's see. There's nothing m u c ll on (3) . . . . . . . . days at a l l , is there? It's all soaps and detective series.
2 8. 1 . 18.2
, :.'
Matdt one of the sentences or beginnings of sentences
list below (A-I) , the sentence or conversation from the " j don't know h i m . D o you? B Could I have a closer look at it, please? C It's a basic 11uma n right. D You just have to shop around . E It's the ta l lest type of tree in the worl d . F S h e took journali sm and media studies. G ¥,QI.I I
in each pair ( 1 -8) with a continua tion of
Let's meet i n a wine bar. Let's meet in the wine bar. My sister went to university. My sister went to the u niversity . The cat commun icates a lot of desires and emotions. This cat commun icates a lot of desires and emotions. Dr Richards called to speak to you . A Dr Richards called to speak to you. People shouldn't be denied freedom. People shouldn't be denied the freedom . . . A giant redwood once grew to over 70 Illetres. Tile giant redwood can grow to more than 70 metres. Let's get a vi d eo out this evening. Let's get that video out this evening. YOLI can pay a lot less for a car these days. You could pay a lot less for a car in those days. This is an interesting specimen. That's an interesting specimen.
. . . .b ..
+
(j
+
+
+
+
+ + + +
277
each · For each of these questions, either one or two alternatives (A-C) are correct. Circle the letters Of . a l l the correct alternatives.
2 3 4
5 6
7 8 9
I haven't seen . of those fil ms, so I d o n 't m i n d which one we go to. A any B no C e ither . . . . . of pressure on one hip and leg. You shouldn't slouch like that. I t puts . A m uc h B a lot C all At this stage. . . . . . . . . information would have been a step i n the right direction. A little B some C any The Fitness Room would like to invite . .. .. of its patrons to enter the a n n ua l fitness challe nge. A ail B every C some . witnesses responded to the police appeal after the accident. A No B None C Any . . . . . . . . . . of the women who attended the demonstration was willing to give us a n interview. A No B None C Many We would like to add that . . . . . . . . medallion is inscribed with the name of its lucky owner. A each B every C either Only . . . . . . . . of the news today has been a bout the election. A half B a little C a few We guarantee that . . . . . . . item of the dinner service will be replaceable for a period of ten years. A each B every C all
l O We are delighted to b e able to welcome . . . . . . . . the competition winners to the gala evening. A both B either C all
Complete the article with the words from above each paragraph. (a
o �
all
t he
the
t he
The
t his
=
no article)
your
Pla nning a b ig day Out this summer? It's not JUSt the rides rhat could
rum your
The risk of food po isoning should be the last thing on (I) ... . . . . . .. niind when you're enjoying a quiet
stomach!
(3) . . . . . . . . . . UK, rhere were around 95.000 reported cases of
(4) ...... . . . . food poiso ning in (5} . . . . . . . . . . last year alone - a rour-rold increase on the number of reported cases JUSt ten years ago . We checked rood safety at 1 3 of our top toutist attractions. We tested the food on ofTer and i nspected hygi ene standards at restau rams. cafes and kiosks on site. Standards were gene rally poor. About (6) . . . . . . . . . . third of the 65 food samples we bo ugh t failed to meet sarisfdcrory microbiological guideline". Sandwiches "ame out worst - in five of (7) . . .. . . . . . . 25 samples we bo ught we fOund food-po ison ing day our (2) . . . . . . . . . . summer. But. in
bacteria. But, to iudge from our inspect ions. the results are no t thar surprising.
On ly one in seven food
(8) . . . . . . . . . . of our inspectio n criteria. (9 ) ... . . . . ... m'ljoriry of problems we came across were staff�related, and showed a lack of tra in ing in ( 1 0) .. . . . . . . . . food safety. outlets passed
liuid.etil1es.
�ilDnCli1ncol1;
the
these
these
Th i s
. ... . . .. . . could cause food- poiso ning - (1 7) .......... ch ild ren , e lderly peo ple and pregnant particularly vuInerable. We've informed ( 1 8) . .. . . . . . . . food outler: and rourisl �tt ractions . ( 1 9) . . .. . . . . . (but not all) have taken positive action as a result ot (20) . . . . . . . .. . dIsturbing findlJ1gs.
(16)
Read the following text. I n most lines there is an unnecessary word, a word. missing or an . word tn Incorrect word. For each numbered line ( 1 -23). identify the mistake and write the correct The exercise begins the space on the right. Some lines are correct. I ndicate these with a tick (v). with three examples.
Magnum past and present
o
Magnum is a co-operative of nearly sixty photob'l'aphers with offices in New
1
David Seymour. All them had been involved in the Second World War.
2
Rodger had walked hundreds of miles th1'Ough fOHlst to escape Japanese
3
intell igence.
00 000
York, London, Paris and Tokyo. � co-operative was founded
in 1947 by
photographers the Robert Capa, Henri Cartier-Bresson. George Rodger and
in the Burma. And Seymour received a medal for his work However, all of founders of Magnum
had been photographers for
Capa's photos of the Spanish Civil war were called 'finest picturos of front-line action ever taken.'
9
h ap pens during this major conflicts and world crises, so they decided to
11 12 13
They all appreciated an imp ortance of showing the world what really
produce the best documentary photography at this lime. Cartier-Bresson once commented 'Some ph otograp hers tell the news step by the step as
if making an accountant's statement.' He and Magnum. on the other hand,
14
felt that the news had to he shown in that way that would engage most
15
the people who are unable to experience worl d-ch anging events at first-hand.
16
Tragically, within a decade ' of the start of Magmun, the half of its original
17
founders died while covering other wars. However. agency harl started to
18 19
employ other top-class photographers and its work was sure to continue.
20
produces the finest documentary photographs of world events. Recent
21
coverage has included the events in Balkans and the tribal wars i n East
:23
. . . . ...tf¢
sonie time. Photographic work they were famous for dated back further.
7
10
. . �. .
,.0.� rite:.
in American
8
22
278
t he
you ill. rhey do point to ( 1 5) ..... . . . . . poor hygiene practices. . . sandwiches co n tai ned food -po ison i ng bacreria at levels rhat are not satlsfacrory accordlllg to
5 6
F O O D F RI G H T S
most
( 1 1) ;. ; ....... tourist artrJction we bought a selection of sandwiches .and ot:h�r food products . Ou r tesrs .��td specific food-poisoning bacteria in five of ( 1 2) . . . .. . . . . . sandWiches.. HIgh levels of other gener� donr were also found in more than ( l 3) : ......... of the san dwlCh es - whIle ( 1 4) . . . . . . . . . . bactena
4
�
h alf
Today, MagnulIl is some goal for many young photographers. It still Africa. and while Magnlilll p hotographers cover tilose events, we will all be able to appreciate
both best and worst of humanity.
279
We generally use beneatll i n idiomatic phrases:
P re p o s i t i o n s Prepositions are a common cause of confusion for learners, often because each preposition has a n u mber of different uses. This u nit looks at the uses o f a range of prep� sitions, and the difficulties they can present. (For prepositional and p hrasa l verbs "" UllIt 1 4: for prepositions dependent on nouns, verbs and adjectives ",. Unit 1 5 .)
I NTRODUCT I O N 2 9. 1 A Basic information
A preposition describes t h e relationship between two or more things. It can l i n k nou n S, verbs or adjectives before the preposition with a noun or pro n o u n after it:
� on Ithe agendaj . j j j j. John 's got an appraisal tomorrow He 's really lanxiousj about EB . Now. let 's move on to
Be careful. The hem of your dress is dragging along the floor
Prepositions can be one word only, e.g. of, throughout, or more words, e.g. because of: We got fewer dollars this week because of the drop in the exchange rate.
2 9. 1 B Prepositions and adverbs
There is no difference in form between prepositions a n d many adverbs, but there is a difference in use: a preposition has an object but an adverb does not. Compare: Did you ever travel before the war, Dad? (preposition) I Ilave a strange feeling tllat I 've been here before. (adverb) We can modify prepositions with adverbs (the adverbs in the example are in bold): Tile pub is almost at the end of the street, just before the traffic lights.
M EAN I N G AN D U S E 29.2A Position
vertical relationships
n
above, a fter, below, beneath, down.. on, on top of, over, under. underneath, up
Above a n d over have similar meanings, as d o below a n d under. We usually use above or below: Tile refuge is in the Ilills above the town. The temperature was below freezing last night.
But we use over or under in the following cases: When one thing covers a n other: The clouds hung low over tile hills. He disappeared under the water<
When horizontal movement is suggested: Are we going to fly over the Alps?
With prices, ages, speeds, distances a nd quantities, where we mea n more than or fewerlless tllan :
X T-he-c-onferenc-e-W£ls-veFy-·tJeeIY·-f/t;tenlieG-: -below-twe-RtlooFeG-people-£f1me. v Tile conference was very badly attended: under two IlUndred people came. We use above or below to tal k about ' level' or ' ra n k' : Is tile pOSition of Managing Editor above or below that of Editorial Director? It is also possible to use after in this sense: His opinion is second only after the Managing Director's. Note the use of up and down :
280
Your bel1Qviour towards my new Ilusband was really beneath contempt.'
horizontal relationships agaillst. alollg . alollgside. aroulld, at. beside. betweell. by. ill, n ear next to, on, on tile left/righ t of .- -4 ,
We use at with a point in space, e .g. at the bus stop , at 8 Baker Street; we use on with a surface or a li ne, e.g. on the table, on the river, on Oxford Street; a n d we use in with something that surrounds. e . g. in the wood. We use different prepositions depending o n how we see a place . Compare: The group will meet at 7.30 at the sports centre. ( = either inside or outside) The group will meet at 7.30 in tile sports centre. ( = inside) o Also: at tile corner of the street (= a point) but in the comer of tile room (= inside). We usually use in with countries, cities o r towns. We use on with streets, roads, avenues. etc . . a n d we use at with the n ames of squares if we think of the ' a d d ress ' . a n d in i f w e think o f the square a s ' surrou nding' us: X Fhe -ftJm-PFemieFe ihis-ye£lF will-t£lke pla€e ·on -l:eic-es�er Squ£lre-'£It Lelleen, v The film premiere tllis year will take place at Leicester Square in London. TIle trees in Leicester Square don't look very healtlly.
We use at when we refer to gatherings of people: at a party . at a conference. We use beside a n d alongside to express proxim ity along a line: Ware/louses were built beside/alongside the motorway.
'facing' relationships .. .-
-
across, after,
before,
behind, facillg. in front of. opposite,
over
We use in front of or behind to describe the spatial relationship of two things, one after the other o n a line and facing the same way: A is in front of B. B is behind A In front of and bellind can also be used for metaphorical, not literal. position:
front
0i back
front
[!] i back
Christopher is really behind his brother in terms of academic development. Before a n d after can refer to position i n some contexts: Karen 's nepllew appears beforelin front of the magistrates this afternoon. You '1/ be called first as my name is after yours on the list. Opposite , facing , across a n d over have the meaning of ' o n the other side of' but with I 'll meet you in the cafe opposite/facing the theatre. (= on the other side of the road)
across and over we have to state o n the other side of what, e . g. a roa d , a river:
o The
/ '/1 meet you in tile cafe across/over tile road from tile tIleatre.
difference between
oppositelfacing and in front of
is that the items on the 'line' are not facing i n tile same directi o n , as i n the diagram above, but are facing each other: A is facing/opposite B. A and B are facing/opposite each other.
back
01 front front
[!] i back
Jollll lives a few houses further up/down the Ilill from us.
281
29.2B Movement and direction
vertical movement
down (to). off.
all.
I n US English and informal British Englis h , we can also omit on before days:
OlltO. over. up (to)
Great news! The travel agellt can get us
Keep to the right as you go down the stairs. Look at Jol1!lny's knee - h e 's just fal/en off his bike.
We get on or off a bus. plane. tra i n . boat and bike but into and out of a car. We can lise over for a movement up and then down a n obstacle:
before or after
There 's n o point ill going to the party now; it's after/past eleven o 'clock.
We lise along for movement i n a l i n e . e . g. along a river/road:
We use before to mean ' before a time ' , and we Lise by to mean ' before or at a time': Applications must b e submitted before 30th November. ( = on the 29th or earlier) Applications must be submitted by 30th November. [= on t h e 30th o r earlier) .. The adverbial p h rases in time (with time to spare) and on time (at the right time. often fixed) have different meanings: The wedding car arrived in time but the bride wasn't ready. ( = time to spare)
You can spend a pleasant afternoon strolling along the canals in Amsterdam.
We also often use up and down with roads and rivers ( m ea n i ng 'along ' ) : G o up tile road to the corner. a n d the cinema i s on the left.
We use across for movement from one side to the other of something on a 'surface' ' e.g. across the riverlroad/field. We use through for movement inside something, e.g. through a room/tunnel:
the groom. ( = not early or late)
I want to arrive right on time at the churcll. It 's not done for the bride to arrive before
You walk across the playing field to the wood then you go through the wood . . . Over is similar to across (one side to the other) but i t incorporates the idea of above: Are we going to fly over the Alps on the way to Italy ?
duration
We use past for a movement from one side to the other of something, next to it: I was stwtled by a IlUge bird that flew past my window this afternoon.
We 've just come down to Canberra from Darwin.
We can express a circular move m e nt with (a)round: We drove (a)round the roundabout three times before we took the correct exit.
We can also use the prepositions of movement in a less literal way: A system of charges has been introduced into the Healtll Service.
29.2C Time
point in time
at, in
all
We use at with times, special periods [e.g. celebrations) a n d in some phrases: at five to seven, at Christmas, a t nigflt, at the weekend (US English on the weekend) We use in with parts of the day, months, seasons, years, centuries, etc . : i n tbe evening, i n December, in 1 999. in the willter, in the twentieth century
We use on with days a n d dates, i n cluding special days: on Thursday , on (the morning of) the 31 st of October, on Cilristmas Day
We sometimes omit tile preposition if we Lise about or around, to be less speCific: We can supply the materials (all) around Thursday next week.
Let's meet at tile station (at) about six; there 's a train at ten past.
�82
as from/of, between, during, for, from . . till/until/up to, in. inside, since, through{outj, until/till. up to, within
We can use a n u mber of different prepositions to tal k about d u ratio n : A s o f next Monday, we will have to suspend flexible working arrangements until
around. at, away from, dOWII, down to, from, into, onto, out of, to, towards, up, up to
We can use both to and at after certain verbs, e.g. throw, shout. To suggests that the recipient of the action is willing but at that he/she is not w i l l i ng: Can you throw that book to me, please? (I am willing.) Don 't tiJrow stones at the cat' (The cat is unwilling . ) W e can u s e up t o or towards w h e n we approach someone or something, but we use only up to if we actually reach the person/thing: X Do you thiNk I can go towards.. /jilfHffle 6-5k for his aut-egmph? v' Do you think I can go up to him and ask for his autograph ? v' The scientist moved quietly towards the group of grazing animals. We can use up (to) a n d down (to) for movement north or south within a country:
after, before, by. past
We can use after or past to mean ' Iater tha n ' :
across. along. down. over. past. through. up
movement in one direction
a flight that leaves Wednesday.
v' The new soap opera on BBC2 is starting tomorrow.
The burglar leapt over the garden fence as he ran away from us.
passing movement
all
We do not use the prepositions at, on or ill immediately before adverbs or adverbial phrases such as today, tomorrow, last/this/next week : X Fhe-new-5fJ(JfrfJp€Fe-OFl--BBf.2 -;s.--steffing-Ofl--telOOFFOW,
We lise these prepositions for movement u p or down:
further notice. The long flowing style - of hair and clothes - was fashionable duringlthrough(outJ much of the seventies. This volcano hasn 't erupted since 1 935. The motorway widening was successfully completed witllin/inlinside four months.
British English uses from . . . to to express the start and end points of a period of t i m e , b u t U S English u s e s tlwough : I 'll be staying at the Hilton from Friday to Monday. I 'll be staying at the Hilton Friday through Monday.
29.20 Other meanings
reason
because of, due to, for, from, out of, owing to, through
The 1 0 . 00 service to Bath has been cancelled due t%
wing to staff shortage.
Huge numbers of people in the Third World die from starvation every day. Many parents sacrifice their own material wealth out of the desire to give tlleir children everything. Tile fire started through careless disposal of a cigarette end.
means
by, by means of, in. via. wit/I
We use by or with to introduce an instrument: Negotiations were held by phone between the client and his solicitor. Tile victim was killed by a bullet to the head/with a sawn-off shotgun.
We also use by for the agent (or originator) of someth ing: It's a painting by Van Gogh. He completed it during his stay in Aries.
Note the difference between by and of here: It's a painting of Van Gogh. It's actually not a very good likeness of him.
We use in when we refer to the means we use to achieve something: Complete the form in pencil. He prefers to paint in watercolour.
283
We use
for, towards
purpose
I want an opener tllOt can be used for opening bottles of beer as well as wine,
We use
We 're saving all of this extra income towards a round-the-world trip next year,
comparison
We use
and
contrary to
like
the difference between):
to make a comparison, but we use
as
inclusion and exclusion
We usually use
between
We do not use according to to report our own feelings or opinions: )( HelegrmIJS eFen:t a - real· ort feFm; . a€€oFding· to-me, V According to many art critics. holograms aren 't a real art form, v Holograms aren 't a real art form, ill my opinion.
to express a role:
I believe we should sell the shares,
among, as well as, besides, between, beyond, inside, instead of, out of, olltside, under, within, without
with only two objects and
among
with more than two:
For women, the distinction between work and leisure is less cleor-cut. The terminals are among the biggest single development sites in Europe,
P R EPOS ITIO NAL P H RASES 29.3A Form
I
JulialJ did very well in all his exams except (for) geography,
Except for OlJe question on calculus, Julian got all tile matlls questions right.
However, when the prepositional phrase contradicts the main idea of the sentence, we use except for .
...
32,2
despite, for all, i n spite of
Despitelln spite of/For all of us.
material
17 is
grand ways, he was really no better off thall tile rest
a dress made of silk from
I
-ing
form :
I
'
29,3B St.randed prepositions
A 'stranded preposition' is a preposition on its own at the end of a clause or sentence, Engl ish commonly uses stranded prepositions in: Questions: Who are you coming to the party with? I 've been offered the job in London that I applied for' Relative c l auses: The passive: What is your coat made from? I nfinitive clauses: TilOt man is impossible to work with ' We sometimes keep the preposition and object together in for l11al language :
a Jacket made of leatller
o We
do not precede the relative pronoun that with a preposition: )( We-have· been ufieble to &ffeF you-tlle-positielt-foF that you applied,
a table of the finest mahogany
when the original material has been transformed:
ice cream made from strawberries
284
I
We have been unable to offer you tile position for which you applied.
from, of, out of, with
We use different prepositions when we describe the material from which something is made (made (out) of, made from, made with !> 1 5 . 4C) , We use of when the original material is stil l visible: We use
l
Please come straight home - don't s top except to phone us,
Trulli emerged from the wreckage of the car uninjured except for a broken thumb,
contrast
I
it 's for you
The head teacher doesn 't approve of his arrangements with a local band.
can both be used after phrases containing determiners such as
to mean 'if not for':
I
clauses after prepositions:
We can't use a that clause after a preposition: )( The- gevefllFRent managed t& {Xfss the ·bill thr.eugll Parliament, despite·thaHt llad a-lew-mBjerity; v The government managed to pass tile bill through Parliament, despite its low majority /despite 110ving a low majority /despite the fact that it Ilad a low majority, Nor can we use an infinitive phrase, except with the prepositions except, but a n d save:
all, every , no:
but for
I
wh-
I
Everyone is invited to the conference dinner, except (for}/apart from/save tllose who
The house would have been destroyed but for the quick thinking of the firefighters,
l
comparisons be tween C/inton and Kennedy
forms, adverbs or
A prepositional phrase can include a determiner before the noun or
have bought 'day' tickets only.
We use
l
Please don 't interfere in any way with what I /Jove written in the introduction
apart from, barring, but tor, except (for), save
except for
-ing
As well as helping us to move into the house, John bought us a great present,
I 'm a fraid that changes to the curriculwlJ are beyond/outside/out of our control.
and
I
We can also use
Are there any issues remaining besides that o f the roof repairs?
Except
A prepositional phrase consists of a preposition and the word(s) that follow it, The most common words that follow prepositions are nouns and pronouns: sleep o n the floor
Note the uses of the following prepositions which have the meaning of exclusion :
exception
according to
reporting
She behaves like a director, but she 's really only a secretary, Speaking as a director of the company,
for, for the sake of, on behalf of
merger.
You won't be able to tell the difference between butter and tllis spread,
We can use
a heart of gold
I think we should move to the country for the sake of the children.
The Davis Cup final was won by the French team, contrary to expectations,
to d i fferentiate (usua l ly
rice pudding made with cream
in metaphorical phrases
On behalf of our shareholders. I 'd like to thank all of you who voted in favour o f the
Beside her sister, Laura was positively plain. between
of
benefit
to make a contrast:
Look at this year's sales figures against last year's ; they 're so much better,
We use
when we refer to a fi l l i ng or an i ngredient:
a man of iron
against, as, beside, between, contrary to, than, {un)like
against, beside
with
vine leaves stuffed with rice
toilet rolls made from recycled paper
285
P ra ct i c e
The .key to rhese exercises is
on
poqe 567
1
Rewrite the sentences. Put the words in brackets in the correct order.
The people in the earthquake zone were encouraged to [area/away/from/getltlle] while there was stili time . . . . 2 Water will b e made available [and/crisis/for/Ilospitals/schools/the/throughout].
3 Tile acting and the costumes were excellent. [as/butlfor/plotlth e J . it was ridiculousl 4 It m ust have been raining really hard. All [a re/through/passers-by/soaked/the]. 5 This year's award for excellence in the i n dustry will b e collected [behalf/of/on/win n e r/theJ by the chairman of the Design Foundation . . . . 6 T h e rescuers pul led t h e d o g [ a/by/from/meanslof/rope/t h e/well ! . 7 C a n you pass me the pasta pan? It's [cupboard/of/on/rightlthe/top J .
8 The jou rney time h a s b e e n reduced [hours/ju stlthree/to/underJ. 9 'You 're late. You weren't
011
the train til at was dera i le d , were you?' ' No. lone/after/the/mine/justlwas].
1 0 D i d n 't you recognise her? S h e was sitting lalm ostlbeard/ma n/opposite/the/the/with ] .
2
29.2
'_
U nderline the best alternative in italics. 1 Our son, J a m es C h ristopher. was born in/on the morning of 2 n d March. 2 Don 't forget that your final assignment must be handed to your tutor - Ion next Monday. 3 The soldiers d i d n ' t arrive at the village on/in time - the rebels had already burned the remaining h o uses. 4 Don't be late for the Philharmonia concert - you know they always start dead on/in time. 5 There has been no sign of tile b i rds until/since nightfall. 6 David M amet's latest play will be showing on Broadway October up to/through December. 7 Payment of your electricity bill is now four weeks overd ue. I f we d o not receive payment on/by 31 st J uly. we shall refer t h e matter to the court. 8 As he opened the shop at 7 . 30 i n the morning, M r Charles was attacked by/with a baseball bat. 9 The definitive photograph of/by Marilyn M o n roe is the one where she i s sta nding over a n a ir vent. 1 0 Alexander Graham Bell worked asllike a teacher for much of his life. 1 1 I t was i mpossible to find anything of i m portance between/among the dead m a n 's papers. 1 2 It is the duty of govern ments today to take seriously the th reat of global warming. in spite oflfor the sake of future generations. 1 3 Except/Apart for a few less experienced individ uals. all of the recent applicants were taken on. 1 4 This p u b lication is made oflfrom paper from sustainable forests. 1 5 Letters of appl ication for this post should be completed in/with handwriting. 86
29. 2
�
following article with the most appropriate prepositions. The preposition may .....n D llete the of more than one word. The exercise begins with a n example (0).
E nd of th e ro ad
.:, the little town. We had drive n . en we drove (0) . i!!!f? . It was late a ftern oon wh t of It had be n ( 2 ) . . . . . . . . etres in the mor ning and mos . . . . . . . . 400 kilom t know how ded to find a hotel - we dldn di: k fog We were tired and . deci r and ca the . . . . . We park ed, got ( 3 ) . . . mi�ht be to the next town. 4 ) . . . . . . . . t h e> ( age lugg . · welcome. We left our be very suetch e d - a waI·k would k to a narrow but . . . . . . . . . the alread}' empty car par car boot an d wa Ik'e d ( 5 ) d avenue (7) ...... . . -line . . . . . . . . a tree m. A five-minute stro ll (6) . L. IllS r -f1oWI' ng strea , re ' f.uI 0Id squa I eaun b a : re. t was . . . . town squa ,t.he stream toOk us (8) . . . . . . . . the e W es. SI d . , three . . . . . . . . 0) 1 ( '.. '. le and arca des . ' ( 9 ) . . . . . . . . the midd . .. wIth a f oun.tam " . . . . . t Ile a ca d es . . . ) � 1 ( s rant � esting-Iooki�g resta �em. looked up at terraces of inter ........ t ) 2 1 ( s shop little ance s to fasc mat mg and th en ba ck down at entr .m th'15 5I eepy town , . '. look for a hotel or a pens IOn to re e h w · ea d · . We h a d no I h b y th e benc a . . . . . . . . ) 4 1 ( an old man sitting so we wa Ike d ( 1 3 ) . , . . . . . . and toI (I us way alley ow narr ction of a . . I-Ie pointed us in the dire am. 'f·ount l' keI y, b ut we I :... ., un d e seem It . · · · the little road . m d the b est h 0te I ( 1 5 ) · · · · · we'd f' t h e alleyw of nd e . ay, I ler ot the . . . . . . . . ( 1 6) his advice and sure enough, . . . -followed . . . s, was a sign sayin g 'hot el'. Just (17) ...... .. two pIcturesque 0 Id h ouse e r side of the street, was a hous the hoteI , ( 1. 9) .... .... the othe (18) . ht that we mig d hope tely edia imm I and the most colourful flowers, o e l hote .... .... . the our bedroom window. (20) e�a � e to see the house from abou t . . . . . . 0n. e corne r, we asked . . . . ) . 1 2 ( ar b a .' e . n a cool dark room wIth best the n we reali sed that even satisfact ion was complete whe
�
('j)
f�\
'''d'i�
. · f;b· � : �:�: OUf
. . . . . . . . $50 . . room in the hote l was (22) n to t e lounge, ded to take it and wen t dow We look ed at the room , deci w�s fal ng, so we ious cappuccino. Soon dusk where we stopped for a delic hIm we d be back · · · · .... the receptionist and told han ded the roo m key ( 2 3 ) . . the narrow streets, . nutes . .As we walked ( 24 ) . . . . . . with our Iuggage ill 'te n. ml.' . . the long we ' d stay 111 . l Id'd o the next day and how we dlSCllssed wh at we WOl to p ark car the . . . (25) ..... . ' horror when we arnved ' e 0 ur littl e town. 1magm en '. I sto een b had age our car and all of our lugg find it completely empty -
�
�
.
•
,
287
I n most of the lines of the following text, there is one word or phrase missing. For each line 1 - 1 4 ' i ndicate where the word should be (use l ) and write the missing word in the spaces on the right. lines are correct. Indicate these lines with a tick (v). The exercise begins with two Some examples (0 and 00).
o 00 1
3 2
4
5
7
6 8 9 10
12
1 1
13 14
One of the changes i n entertai n ment i n recent years has been the arrival of alternative comedy. In this type of comedy, performers work with l is considered to be taboo or controversial. It's a very strong kind of h u mour. the main aim which is the desire to shock people out their comfortable complacent lives and make them think about is i m portant i n life today. Some of the most common subject areas tllat alternative comedians work are politics, sex and re l ig i on . Alternative comedy takes place mainly in a dult clubs and comedy venues; because of the that it questions and threatens the establish ment, p ublic TV channels have been reluctant to give it much air time, except try to boost ratings occasionally a mong certain aud ience sectors. I n fact, wllenever alternative comedy has appeared 011 plime time TV, viewers with chi ldren have complained about being somehow corrupted by the nature of the humour. Of course, this kind o f comedy is not intended for children at all, nor is i t really the older, established families with ch ildren that it is aimed. Fortunately for alternative comed ians, the section of society it is intended - younger people who themselves question the values and priorities of society - continue to support it.
v
�;;¢
: Prepositions are missing from the following three stories. Use the prepositions i n the box above . each story to fill the gaps. acc o rding to
betwe e n
across
A BAD EXPLORER
by
fro m
in
to
on
A man ( I ) . . . . . . . . Kentucky, USA, had u dream thaI would take him away from the rolling hills of his home state. The dream: to row (2) . . . . . . . . the icy Bering Strait (3) . . . . . . . . Alaskil and Russia. (4) . . . . . . . a bathtub! Unfortunately. the dream was n ot c om plet.ely fulfilled. ( 5 ) . . . the ex pl ore r, ' I took four gallons of peanut butter along, but (6) . . . . . . . . the morn ing of the fourth day. it had gone solid. (7) . . . . . . . . late afternoon. al th o ugh the sun was sti ll high. the sea wellt rather thick. Next morning I was frozen in.' No proble m . He abandoned the bathwb and walked (8) ..... l a nd .
at
behind
in
instead of
i nt o
like
u n de r
wi th
Some stupid thieves
(9) . . . . . . . . the town of Yang. Norway, a group o f professional thieves were carrying out a
carefully planned robbery. Everything was going ( J 0) . . . . . .. . clockwork. They broke into
a
company ( J I ) . . . . . . . . night, located rhe safe and scr up some explosives thar would blow rhe 10
ran ( I 2) . .. .. . . . the next 100m, crouched ( 1 3) . . . . . . . . the wall and waited for the explo s i o n .
door of rhe safe ofl allowing them
Underline the correct word or phrase i n italics. In some cases, both may be correct.
288
N o, you ' re not looking at a scene ( 1 J from/out of a James Bond movie I Tile futuristic buildings i n this photo really exist. They are part of the Eden Project - one of the most spectacular (2) in/of the Millennium projects. The Eden Project is located (3J at/in Cornwa l l , England, in a former c l a y p i t (4) above/over 50 metres deep. It consists of two enormous domes, a large open area and a visitor centre. The Eden Project functions (5J asllike a 'storeroom' for a h uge n u m ber of plants from (6J across/all over the world. The two collections of domes house plants and trees (7J fromltor the tropical and temperate regions (8J oflin the world, while the open area accommodates more local species. The Eden Project is much mo re (9) as/than a storeroom , however. It is a centre ( 1 OJ for/on education, art and science, showing u s ways i n ( 1 1 J which/that plants are vital to the world's existence, and promoting understanding of the delicate balance ( 1 2J between /among using and co n servi ng plant life. As well as ( 1 3) offer/offering a visitor attraction ( 1 4) toffor people of all ages, the Eden Project provides a focus both for scientific research and for education , ( 1 5) including/inside exciting experiences for c h ildren , such as walking ( 1 6) t/Jrough/in a rainforest ( 1 7 J outside/ without leavi ng Engla nd . I n the year 2000, the Eden Project was in the final stages ( 1 8J at/of construction. ( 1 9J Contrary to/Unlike IllOSt projects of this scale. the Eden Project opened its doors to visitors (20J for/during that building stage. ( 2 1 J For/Since several months visitors were able to experience the challenges that l i e ( 2 2 J under/behind the buil d ing of such a project and get a taste of ( 2 3 J what/which was to come. (24) Fromfln spring 200 1 this living tlleatre opened fu lly to the public and for ( 2 5J underfbelow £ 1 0. eve r yo ne can now experience the diversity of the world's plants.
get ro the money inside. After setting the fuse, rhey
It came a few seconds later. The safe door was blown off. So was the roof In fact, rhe entire building collapsed. trapping the robbers, still crouching in the next office , ( 1 4) . . . . . . . . the rubble of the destroyed build i n g. There had been just one problem they had not foreseen:
( J 5) . . . . . . .. money, rhe safe had been filled ( 1 6) . . . . . . . . dynamite. a bout
aga i nst of
a long off
at on
betwee n on on
in d uring on with
in
i n to
Self-help crime prevention
A Western businessman living (1 7) ........ Japan had been warned (18) ........ pickpockets in the Tokyo subways. These notorious thieves operated (19) . . . . . . . . the crowded rush hour. They had a habit (20) . . . . . . . . grabbing wallets just as the subway doors were closing, leaving the victim helpless (2 1 ) ........ the train while they disappeared with the loot. One morning the businessman was (22) ........ his usual subway stop when the train pulled in. He got on, and sure enough, just as the train doors were about to close, he felt a man rub (23) ........ him. In a panic, the businessman reached for his wallet. It was gone! He looked up as the doors began to close and saw that a man had just got (24) . . . . . . . . the train. The man was looking at him triumphantly. Thinking fast, the businessman pushed his hands (25) ........ the closing doors and grabbed the thief's jacket. The doors closed, with the thief still (26) ........ the platform but (27) ........ the lapels of his jacket trapped (28) . . . . . . . . the tight grip of the businessman. As the train began to pull away, the expression (29) ......... the thief's face changed. He began screaming as he ran (30) ........ the platform with the train. Finally. he held onto a post and his lapels tore away from his jacket. As the train moved (31 ) . . . . . . . . the tunnel. the bUSinessman was satisfied that at least he had frightened the thief. When he reached his office, he called his wife to get his credit card numbers so he could cancel them. 'But honey ,' she said, 'I've been waiting to call you. You left your wallet (32) . . . . . . . . the dressing table when you went to work today.'
289
Some verbs can be i ntransitive or transitive (used with an object "" 30.2C below): The door opened. [i ntransitive) He opened the door. (transitive) The meat burnt. (intransitive) The cook burnt the meat. (transitive) Some common verbs that can be transitive or intransitive are: begin . break . change,
Wo rd o rd e r a n d ve rb p a tte r n s
o
close. continue. dry , finish . hang. hurt, move. separate . stand, start. stop . tear. tum.
Word order in English is very i mportant i n signalling the relationships between the d i fferent elements within a sentence. Although the subject usually precedes the verb in English. there are many d i fferent ways of ordering the other elements in the senten ce. This unit examines word order in sentences. as well as the most common verb patterns in English and the way we l i n k clauses to make complex sentences.
WORD O R D E R IN E N G L I S H 30. 1 A Sentence word order
Word order shows u s w h i c h element o f t h e sentence is t h e subject and which i s the object. In affirmative sentences. the s u bject is usually first, followed by the verb:
l
ogl (for tea occasionally).
Sarah really enjoys a hot d
o
i
i
i
subject verb object This is not the sam e as:
operated) In modern usage. some transitive verbs are used as intra nsitive verbs: I don't know why you 're bothering with those boots - they won 't sell.
And some intransitive verbs are used as transitive verbs: In order to survive we need to grow the business by 1 00 per cent within two years. 30.2B Verb +
Some verbs are followed by complements (not objects). A complement is usually a n o u n phrase or a n adjective that identifies, describes or gives information a b o u t t h e subject:
Tile main part of tile example above ( i . e . outside the brackets) shows su bject-verb-object word order (SVO). There are. however. occasions when we change t h is word order. In q uestions. we usually place a verb (main or auxiliary) before the s u bject (to U nit 7 ) :
i
Is the Prime Minister discussing
[tiieJS"su e of deb] with the Cabinet? i
auxiliary verb subject main verb object We also change the order when w e place adverbs such as never, seldom, rarely (I' 3 4 . 3 B ) at t h e begi n n i n g of t h e sentence for stylistic reasons:
'Never in the field of human conflict was so much owed by so many to so few. .
(For more on word order with adverbs "" Unit 24. )
3 0. 1 B Variations
Apart from the variations mentioned (II> 3 0 . 1 AJ. a n u mber of patterns can follow verbs i n English. Note that even verbs with similar meani ngs can take d i fferent patterns: I said that you could go. (verb + clause) I told you that you could go. (verb + i n direct object + clause) She told me a lie. (verb + indirect object + d irect object) o The i n direct object i s often a person who receives something (a lie. i n the example above) and it i s often i ntroduced by a preposition ("" 30.2CJ.
VERB PATTERNS 30.2A Verb only (intransitive verbs)
Some verbs d o not have a n object. These are i ntransitive verbs: They 've arrived'
I
I.
My grandmother has become very forgetful recently
i
i
i
subject verb complement Some common verbs which introduce complements are be . become. appear. keep (+ adjective ) . remain, taste. make: A quiet afternoon at home would make a nice change. Chris was very good - he kept quiet all througll the boring sermon.
(for tea occasionally).
i
I
George Carey has become the new Archbishop of Canterbur yI .
You don't want to remain a shop assistant all your life. do you?
A hot dog really enjoys Sarah
i
Sometimes the two uses of a verb can have very d i fferent meani ngs: He ran to catch the bus. (intransitive = moved q uickly) He ran the new software to show us how it worked. (transitive
The cup shattered.
We can use adverbs or prepositional phrases with these verbs: They 've arrived there ' The cup shattered into hundreds of tiny shards of glass. After admitting the c/lOrge. the pOlitician apologised to al/ his constituents.
Some common intransitive verbs are: come, fall, go, happen, /ie. sleep, swim , wait.
After seem , appear, look. feel and sound we can use an adjective to describe the subject: The whole group seemed very keen. Marie's new outfit looked fantastic '
We can also use a noun phrase to describe the subject after these verbs:
o
That sounds a wonderful idea! Your suggestion seems the best solution .
However, when we use a noun phrase after seem or appear to ide ntify (rather than describe) the subject. we have to use to be to introduce the noun phrase: X Sur-pFisingly;-theiJOOl�esIHaGf!£J-·ooy-seeme£i·the-bess-, v Surprisingly, the young fresh-faced boy seemed to be the boss. A com plement can also describe the object of a verb. I n this case. the object comes before the complement: The committee named
I
� IPresidentl . I IfractiousI.
The journey made the children
i
i
i
i
subject verb object complement We often use verbs of naming. e.g. name. call. elect. with this pattern:
I IBuddy I·
i
The President finally decided to call his new dog
We can use a noun or a n adjective as the complement after verbs such as tilink, keep. consider, prove. call. find:
lli!iliJ f(iCiifidlchildish I I Ihis worst mov� .
Although he was twenty, Katherine still considered
i
MallY critics call Kevin Costner 's The Postman '
We can use an adjective as a complement in the same pattern i n a n u m be r of i diomatic phrases after verbs such as drive , send and tum:
I
The noise of the planes flying over us at night drives me
I Icrazy] ' I IwildI · I
The new aftershave from Givenchy is guaranteed to send women
I
Did you see his expression ? It could turn milk
IIsourI'
291
30.2C Verb + object(s)
[!:he problem/itI at great length.
W e c a n u s e t h e verb help w i t h or without to:
Transitive verbs have a d i rect object, which can be a noun or a pronoun : We discussed
i
i
The volunteers helped (to) provide support and comfort to the refugees.
i
subject verb object The object can also be a n -ing form (with or without a prepositional phrase):
30.2F
Verbs can be followed by that clauses or wfl- clauses (those which start with a q uestion word). We often use tlwt clauses after verbs of speaking and think ing:
i
o We can
subject
Geoff was mortified to find that l1e had failed (the test) again.
Some common transitive verbs which can omit the object are answer. ask. drink . eat.
i
i
verb
I
The judges gave first prize
i
i
subject
i
i
i
i
i
I
i
i
91 - but we were waiting Ion platform 5!'
subject verb prepositional pllrase We can also use prepositional phrases after transitive verbs: He carefully removed
i
i
[t!i�1 from the nestI. i
i
subject verb object prepositional phrase We do not usually change the order of object + prepositional phrase i n this pattern, u nless the object is very long (II> 3 6 . 1 B ) : X H e earef!llly removed frent ·the··nest-the. .egg. v He carefully removed from the nest the three fragile blue-speckled eggs and the one chick that had already hatched.
30.2E Verb + verb
Many verbs can be followed by another verb (... 1 2 . 2A) :
t
i
i
Tile consultant refused to take responsibility for tile decision.
verb verb subject We can use a direct object between the verbs:
i
.,.
i t i subject verb direct object verb With some verbs we do not need to . for example, modal verbs. auxiliary verbs. semi Inodals (need and dare] , and make and let: We require all studentsI to attend the pre-sessional English course.
He daren 't leave early without my permission.
292
Let tile dish stand for at least a minute after removing it from the microwave.
i
l
i
l i whel1 You were arriving! . i
subject verb object clause WI1- words can be followed by to + infinitive after verbs such as show. explain , teach:
L I N K I N G C LA U S ES 3 0 . 3A
We can l i n k clauses of equal value ( i . e . both can stand on their own) with and, but or or. With these conjunctions we can often put either of the clauses first: We con pay ill one lump slim or we can pay in instalments. We can pay in instalments or we can pay ill ane lump sum.
I f the subject is tile same in both clauses, we can omit it in the second clause ( "" 3 5 . 3A) : He rang the doorbell and knocked on the door.
We can also use the 'two-part' conjunctions both . . and, eitlJer . . or, neither . . . nor and
We can use a prepositional phrase after intransitive verbs (� 30.2A): The train departed from platform
i
Is it common for people to teach their children how to drive here?
indirect object
X The-judges-fj(fve-ttr·tI1e·efler-met/5-m£fFFew-fi�-pfire, o If we put the direct object first, we introduce the indirect object with a preposition (either to or for) . We do not vary from this. I f the i n direct object is a pronoun , we prefer to put it before the direct object: ( Tile Shakespearean actor brought a certain amollnt of class to us. J v The Shakespearean actor brought us a certain amount of class. Which pattern we use often depends on what information in the sentence is new. We prefer to put new information at the end of the sentence (... 36. 1 A). 30.2D Verb + prepositional p h rase
o
d i rect object
1 [tOJhe enormous marrowI.
verb direct object
j.
verb clause omit t!Jat after t h e verbs mentioned above:
I couldn 't meet you. You didn 't tell me
I]i!f'enormous marrOW77t] Ifirst prizeI. indirect object
i
Tile warden told the visitors (that) the prisoner did not want to see them.
verbs take a direct object and an indirect object and there are two possible patterns:
subject
i
Examples of Wll- clauses are i n direct q uestions (Il!> 7 . 3 ) :
enter, fail, l eave, pass. play, practise. sing. stUdy, wash . win, write. I n English a n u m ber of verbs can take two objects, e.g. give, bring, buy. show. These The judges gave
I
Tile staff agreed tl1at redundancies were the only course of action
The instructor suggested practising (on the nursery slopes first).
We can omit the object after some transitive verbs where the context is clear:
n o t only . . but (also): At the French Open Hewitt both proved his return to form and won the only Grand Slam title to have evaded him.
30.3B
When we l i n k a main clause with a subordinate clause (i.e. dependent on the main clause) , we use conjunctions (when, if, althougll) . With subordinate clauses we can not usually change the order of the events in the clauses without changing the meaning:
!
l
The flowers were delivered just after she left . (she left
i
main clause
t subordinate clause
=
first event)
2 She left jjust after the flowers were delivered! . (flower delivery
i
i
=
first event)
subordinate clause main clause It is. however, usually possible to change the order of the clauses themselves: Just after she left the flowers were delivered. ( = sam e as 1 above) Just after the flowers were delivered. she left. ( = sa m e as 2 above) Common types of subordination are: that or wl1- clauses: Didn 't the notice say when the water was going to be cut off? Adverbial clauses, e.g. o f condition ( ... U nit 1 0) o r contrast ( "" U n it 3 2 ) : There may well b e more accidents in future if air traffic contillues to grow.
Although the Aztecs were rich and powerful, the Spanish conquistadors overpowered
tl1em.
Relative clauses, i ntroduced by pro nouns, e.g. who, wl1ich, tl1at ( ... U nit 3 1 ) : It was surprisingly not their latest CD tha t went platinum. but the aile before. Comparative clauses ("" Unit 2 2 ) : With tfle strengtIJ of the pound at present we paid less for our 110liday this year than we did last year.
293
P ra ct i c e 1
The key
10
5
tiles!' exercises IS on page 568
Ii The new President of the U nited States has been elected George W Bush. . . . .. 1 It is said that Ollr thinking power really im proves studying phi losophy. . .
.
30. 1
The invitation doesn't tell what we should wear at the reception us.
_
. . . . .
. .
. . . . . . .
. . . . .
. . .
8 She carefully placed the 24-carat gold , diamond-encrusted engagement ring that her france had just bought her onto her finger 9 The course director insists on attending at least 80 per cent of classes the fi rst-year students. . . . . . . . .. \ 0 Prizes can be claimed by sending the form and proof of purchase us, at the address below.
Choose the correct sentence, A or B , for e a c h cartoon . I n s o m e cases both sentences are correct.
. . .
. . . . . . .
A The dog chased the cat dowll the garden. B The cat chased the dog down the garden .
. . . . .
. .
. . "
.
. . . . . . . . . . . . . .
,-_.
30.2
.
. . . " . . . . . . . . . . . . .
. . . . . . . . . . .
'
the letter of the chosen phrase in the space. Some of the answers do not fit at all. The exercise
Read the newspaper article and then choose the best phrase (A-P) to complete each space. Write
begins with a n example (0).
Children at risk from mental illness
A recent study has shown that levels of mental illness mental problems such as depression and anxiety ( I )
2 A J o h n thought Harriet was wonderful. B Harriet thought John was wonderful.
(0) . Cj The study claims that .
..
One of the reasons given for this is tbe current obsessive preoccupation of parents with their children's safety. Parents today consider the streets (2) " so children are taken from home to school and back, and their parents rarely let them (3) . This preoccupation has two causes: fear of trd.ffic accidents and anxiety about child molesters and murderers on the streets. Parents' fears make (4) about the outside world and children in tum miss the nonnal adventures of everyday life. In addition, they don'l leam (5) . with other children. Over-anxious children often become (6) ... and their fears . therefore realised and even increased. It is a vicious circle. It is a fact, however, Ihat children could be experiencing (7) . While parenl� may think a child molester lurks (8) , this is not supported by statistics: very few children are attacked by peopl e they don't,know, The fear o f tl'affic accidents is certainly more real but is something that needs lo be addressed by society in general. Some cities in The Netherlands, for. example, have created (9) ., and pedestrian-friendly zones, where cars, ifaliowed at aU, must give priority to people and bicycles. Children can therefore play ( l0) ., . There are, however, critics of this study, Many child psychologists believe that (J 1) enough to cause mental problems. They consider the problems more likely ( 1 2) '" family breakdown ill modern society. ...
.
.,.
4 A Ollr priceless M i ng vase broke the picture of Uncle Albert when it fell on it. B The picture of Uncle Albert broke our priceless M i ng vase when it fell on it.
..
.
...
.
.
are
..
.
.,.
3 A Mary said Kevin was a n idiot . B 'Kevin , ' said Mary, 'was an idiot . '
.
5 A Jerry has become a real little devil.
B A real little devil has become Jerry.
2
.
30. 1 30.2 '-.
",
Each sentence below contains one mistake with word order, Rewrite the sentence correctly. o The m i l itary regime den ied to the world's press access . . . . . . . T.4e:.�� y .yfj�d.el'J.i#: .¥Y:fs. tp tfu.- Wf!yl:d:.�f.r��.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . When he made out h i s will, Mr Smithson refused to leave anything his estranged son .
,
. . . . . . . . . . .
,
. . .. . . . 2 Geoff original ly believed Susan when he told her he was having long business meetings after work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . , , , . . , .
.
. . . . . . . . . . .
. . . . . . .
. .
. . . . . . . .
. . . . .
3 Please leave by the door your shoes before entering the temple. . . . . . . . . . . . . . . 4 The Managemen t recommend s that you keep safe you r valuables by handing them in at Reception . .
4
. . . .. . . .. .
. . . .
. . . . .
. . . . . . .. . . . . . .
.
.
.
. .
. . .
. . . . . "
.
.
. .
. . . .
. . . . .
.
.
anxious are affecting one in five youngsters this lack of independence not to be traffic-free zones how to form relationships this lack of independence is not iQ 'RiI8F@'� ftle Ii!;illg these fears unnecessarily their children
B C D E F G H
K L M N
0 P
to be a result of more safely in these areas go out on their own their children to be anxious too dangerous for their chi ldren victims of bull ies round every corner being too dangerous for chi ldren
295
contain mistakes. lick (v) the correct sentences and correct the mistakes. /'lIne of these sentences k e thousands of pieces. 0 1 Th e wind knocked the vase off the ta ble and it bro
Rewrite the jumbled phrases to make sentences with the correct word order. named/Samantha/their first daughter/the couple
o
2
! Th e attitude of some shopkeeper s today makes me absolutely furious!
3 to stay/a legal assistant/I woul d n ' t like/for long
their parents' 11Ouse. 3 The children seemed content to remain to be tenants i n
4 brought/to the team/Amanda/all her expertise
5
. . .. . . . .. . . . . . 6 Ilas becom e/a very inexperienced salesman/the Sales Manager . . .
.
. . . .
. . . . "
.
. . . . . " . . .
. . . . .
. .
. .
.
. . . . . .
" . . .
. . . . .
. .
.
. . . .
. .
. . .
.
.
w
7 into the box/sparkling, diamond encrusted/he placed/1 8-carat gold rin carefUllY . . . 8 provided/all rubbish/please/in t h e bins/put . .
. . . . . .
"
��;���d/� h �
. . . . . . . . . . . . . . . . . . . . . . . . . .
. . .
. .
..
. . . . . .
.
'
. .
1 0 the grenade/removed/the paratrooper/the p in/from/carefully .. . . . . .. . . .. . . 1 1 so her daughter/the bracelet/bought/for her/Susan l iked/it .
. .
.
.
.
.
.
. .
.
... ,
. . . . . . . .. .
.
. ... . .
.
. . .
. . ,
.
. .
. . .
.
.. . . . . .
. . . .
. . . . .
. . . . . . . . . .
. .. .
. . ..
.
. . . .
. .
.
. .
. . .
. . . . .
.
. .
. . . .
. . .
. "
, . . . "
. .
. . . . . . . . . . . . . . .
.
. " . . . .
. . . . . . . . . . . . . . . . .
.
.
. .
. ,
, . . . . . . . . .
. . . . . . . . . . .. . . . . . .
. .
0
o
7 The winning team proudly showed to their gathered fans their trophy .
o
8 The voice over the loudspeake r explained us the problem.
o
9 I don't know the way to the l i b rary. Can you tell m e to go?
. . . . . . . . .
tb
..
o
The young boy looked a round and gingerly placed back i n its correct position the gold watch. He wouldn't steal it after all.
o
The neighbours very kindly hel ped move us our fu rniture i nto the new house .
1 2 a l l day l o ng/their resistance/sta n d/the prisoners/they/to/made/reduce .. . . . . ... . . . . . . . . 1 3 of destruction/all sick/the scenes/us/made/in the film . . . . . . 1 4 an easy progra m m e/trying/first/recommended/the trainer . .
0
positively offensive. The whole teaching staff found the new head teacher very i nefficient and
we recommend ed book the resta urant at 6 No wonder you can't get a tab l e for tonight least a week in advance .
9 let/to/your parents/all-night parties/do/go/youf?
.
o
some m istake. .4 I can ' t u nderstand what's happened. There a ppears
5 brought/the team/Amanda/all her expertise .
o
. . . . . .
o
The smell of fish cooking drives absolutely wild my cats!
. . .. . . . . . . . . . . . . . . . . . .
Fill each gap i n this text with no more than three words. Match the clauses in A and B to make sentences, using a linking word from the box to join them. . Decide .If each sentence contains co-ordinated clauses or a subordinate clause, and write C or S. after
296
and
even though
A 0 Did the doctor say exactly 1 It was the finest portrait 2 Some of the passengers were causing trouble 3 The holiday will be automatically cancelled 4 The policeman was rushed to hospital 5 We can either go camping 6 M a u rice Greene won the gold medal 7 Our car broke down last week 8 The whole class would rather go to the cinema
if
or
so
than
that
�
B a the pilot diverted the plane to the nearest airport. b stay i n a cheap hotel. c we only bought it two months ago. d h e smashed the World and Olympic Records. e he had bee n stabbed in the park. f the a!1ist had ever painted. g see a play at the theatre. h you ' l I be able to go back to work? i we don't receive the balance on the due date.
Few things are more detested by drivers than the ' Denver ; Boot' - the wheel clamp. Motorists in many countries consider ( 1 ) . . . . one of the IllOSt odious inventions ever. Everyone dreads the consequence s of finding one of these on to arrive. paying the fine for removing the their car - phoning the clamping company. waiting ( 2 ) . clamp, and then. on top of that , paying the original parking fine! (3) . . . . cause One inventive motorist recently found an ingenious way of releasing h is car. however. came any damage at all to the clamp or his car. A local shop keeper takes u p the tale: 'This motorist this but man. ed mild-manner a . . (4) seemed e H . l wllee the on clamp a found back to his car and his breat h . Til e n had obviously made him really ( 5) . . . .. as h e started muttering and swearing under d h i m (6) h e calmed d o w n . He took o u t a mobile and phoned the c l a m p i n g conlpany and t h e y t o l idea . He took a Would be there in 45 m i n utes. which obviously did n't please h i m . Then he had an . the air escape from the match and started fiddling with the car tyre. I realised that he was ( 7 ) clamp then slid off the w h ee l the car the p u jacked and tyre. Then h e got the jack out of the car boot on the pavement, h e p umped his tyre with no problems! ( 8 ) . . . . . . . h e h a d carefully placed (9) . to find n o back u p . smiled at m e , got in the car a n d drove off. Five m i n utes later the clampers arrived absolutely c a r and a n undamaged c l a m p . I explained t o t h e m ( 1 0) . . . . . . . he had d o n e it and t l l e y were l furious! I t was Ililarious " . .
. .
. . . . .
. .
.
. .
.
.
.
....
"f:
..•..•..•..
. . . .
wl.tfflr (S) .
. . . .. . . . .
.
. . . . -
.
.
.
.
...... .
. . .
. . .
.
.
. . .
. . . . . .
297
Re l at i ve c l a u se s
Relative clauses are subord inate clauses (110 3 0 . 3 B ) which refer to the noun of th e malll . . . . . c I ause, I' d entl'fy"Ing It or adding extra informatio n . There are two types of relati ve clause : defi n ing clauses (identifying the noun or classifying it as part of a group) and .. non-defill i ng clauses (adding informatio n about the noun). This u n it examines bot h ty� of 1 elatlve clause and the pronouns and adverbs used to introduce relative cla uses . .
31 . 1 C Defining relative clauses
Van Gogh was an artist who used a l o t of bold, vibrant colours.
Relative clauses a r e subordina te clauses introduced b y relative pronouns, sllch as that, which or who (.. 3 1 .2). These clauses give informatio n about someone or somethi n g in . t h e m a i n c I ause. C om pare these exa m ples: � ....-.....- .... ... §at have now been
I used to Jive in one of those houses. They have now been demolished .
I used to live in one of those houses
i
i
d] .
demolishe
We usually put the relative clause as close as possible to the noun it refers to , otherwise the meaning may not be clear: x .kJCli /IGS prepared his favourite ·dish from- Jamie Smitl/:s-re€ipe beek; whieh ·he-i5 about to-eet.. v' Jack has prepared his favourite dish,
We often use a relative clause with the same pattern for e m phasis, with introductory it (. 34. I B) : I t is always violent crime that pro'v'Okes the most extreme reaction from tile public.
31.10
main clause relative clause The relative pronoun is tile subject or object of the relative clause (JIo- 3 1 . 1 B). It is therefore unnecessa ry to repeat the noun from the main clause or introduce a person al pronoun to replace it: X l llsed ·to ../ive in one o{ those ·hollses· thatthey lJave now beeR .eemelished ..
relative clauses
Heskey passed the ball to Owen, who scored a magnificent goal.
31.1E
We often avoid relative clauses in casual speech and writing, preferring shorter ways of defining or adding i nformatio n :
We asked for the double room which had a sea view.
subject relative pronoun
i
Last week I saw the film which you made at college.
�98
Law Society meeting.
A relative prono u n can be the subject of a relative clause:
Here, the p ronoun is the subject of the relative clause (the film won the Oscars], even though it is the object of the m a i n clause (I saw the film) . A relative pronoun can also be the object of a relative clause;
object relative pronoun Here, the p ronoun is the object o f the subordinate clause (you made the film) . I n defining relative cla uses ( � 3 1 . 1 C] we c a n o m i t t h e relative prono u n when it is the object of the relative clause, but not when it is the subject: X Last- week . J..sa-w-the film-wen- all-the Gs€QfS: V Last week I saw the film YOll made at college.
We usually use commas to separate the relative clause from the main clause i n non defining relatives, but we do not use them in defining relatives: The tribespeople, who traded with the settlers. retained their land. (All of the tribespeople retained their land, a n d , incidentally. they traded with tile settlers . ) The tribespeople who traded with the settlers retained their land. (Only some o f the tribespeople retained their land - this defines a gro u p . ) T h e u s e of commas reflects t h e w a y w e say t h e t w o types of relative clause. I n defining relative clauses, there is no pause between the main clause and the relative clause: In non-defining relatives, there is a short pause after the main clause or between the two parts of the main clause: We were given a lovely double room ( ] , which had a sea view. I first met Harry Gardiner ( ), who eventually became my father-in-law ( ). at a
People who come from Wales are often qllite musical. (relative clause) Welsh people are often quite musical. (adjective ) People from Wales are often quite musical. (prepositio nal phrase)
i
lTV 's News at Ten, which occupied the mid-evening slot for many years, was a very popular programme.
We use non-defi ning relative clauses mainly in writing a nd formal speech
which he Is about to eat, from
Last week I saw that film which won ali tile Oscars.
We usually use non-defin i ng relative clauses to add extra information about the s u bject of a main clause:
(main clause = lTV's News at Ten was a very popular programme. ) We can also use non-defining relative clauses to show consecutive actions:
Jamie Smith 's recipe book_
31.1B S u bjects and objects
restaurant now7
( I n the second example, the relative clause classifies the m e m bers of a gro u p . ) I n defining relatives, the relative clause gives information w h i c h i s necessary for the sense of the sentence. In the first example above, if we say just Is this the book?, this does not convey the key meaning of the whole sentence, i.e. the book that you were looking for. We often use defining relative clauses to describe an i m portant q ua l ity of someone 01something:
R E LATIVE CLAUSES 31 .1A Form a n d use
A defining relative clause ident(fies or classifies a noun or pronoun in the main clause: Identifying relative clause: Is this the book that you were looking for7 • Classifying relative clause: Would all those who have booked dinner please go to the
31.1F PrepOSitions with relative clauses
We can use prepositions with relative pronouns. Where we put the preposition depends on formality (iii' 29.3B): Informal: Have you seen the little case that/which I keep my contact lenses in ? • • Formal: This system provides a case in which the contact lenses can be kept. o We do not put a preposition before the relative pronoun that: X HHs-S!J5tem-{JfflVides- fJ-ffi5�iR-#1af-tile €onW€t-/enses -fafl ..ee·kepf.o If we put a preposition before who, the p ronoun always becomes WllOl7I . Compare : Tile people who this report is addressed t o will have to consider careflilly the
consequences of the proposed ClitS. The people to whom this report is addressed will have to consider carefully the
We can often use where ( for places) or when (for times) instead of which (... 3 1 ,2A) : consequences of the proposed cuts.
+
This is the house where I grew up/which I grew up in /in which I grew up.
preposition
299
'J
- )" J :
4
.. We often ' reduce' a relative clause, i . e . we shorten it by omitting the prono u n an d verb. We can do this with a participle phrase ( I» 1 3 . 1 . 1 3 . 2) :
31.1G
Reduced relative cla uses
Marilyn was the woman living in the flat underneath us at the time. (=
"
. Who
struck out/which we struck out . . . ) Another possibility is to use an i n fi nitive phrase (II- 1 3 . 3 , 1 3 ,4):
Newton was tile first person to really understand the laws of gravity. f=
"
really understood . . . )
It would only be possible to colonise planets whose atmosphere contained enough
5
The clauses struck out of the agreement were all unimportant. ( = . . . whic h were
lived/was living in . . . )
It is possible, though not very commo n . to use whose to refer to objects.
)( T-he-girl-werks · fer-·the flerist-in t-he-High Streetc was- et·tlJe-peFty, ..... The girl who works for tile florist in the Higll Street was at the party.
. w ho
o We
R E LATIVE P RO N O U N S A N D ADVERBS 3 1 .2A
6
This tab l e lists relative pronouns and adverbs and how they can be used:
Genera l use
used for
oxygen to sustain human life. (= the atmosphere of which) We often omit a relative pronoun wilen it refers to the object of a d e fi n i n g relative clause (... 3 1 . 1 B ) : The girl (who) I met i n the florist's was a t the party. ( = I m e t the girL) We cannot omit the pronoun i f it i s the subject of tile clause:
used as
cannot omit an object relative p ronoun i n n o n-defi n ing relative c l auses:
. )( wst-yefH-'s-wirmer- presenrefi-the €up;-eeel-heider -keeps. fer the- yeaF, ..... Last year's winner presented the cup, which each holder keeps for the year. We can use which or that + a preposition i n stead of where (,. 3 1 . 1 F):
Mozart's birthplace a n d W e house where h e composed The Magic Flute ' are both now museums. Mozart's birthplace and the house that he composed The Magic Flute ' in are both
pronouns I
2
3
Wll0
people, animals
whom
people
which which
objects, animals ideas
ti10t
4 whose
5
subject
no pronoun
people, objects, animals relationships, posseSSions people, things, animals
adverbs
6 1
8
where
places
when
times
why
reasons
nominal pronoun
9
what
.....
x
..... .....
.....
.....
object .....
.....
..... .....
.....
.....
defining
.....
.....
..... x
.....
.....
.....
.....
..... .....
x
.....
X
.....
.....
X
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
objects. ideas (means the thing that)
.....
..... X
;�
" '�t
..:;, ; :1:�, ::,,� �,!; ;;H� , '��
300
Tile attacks continued u p to the day o n which the agreement was signed.
Sometimes he tl10ught her clear morality was the reason why/that he loved her. + for instead of why: High taxation is often the main reason for which governments fal/.
is possible to use relative adverbs without t h e noun to which they refer:
It 's (the place) where that rock festival is held every year. We use what to mean 'the thing that/which ' . Tile clause contai n i n g what is a nominal
clause, i . e . the whole clause acts as a noun, either a subject o r a n object. W h i l e what isn't used in the same way as that or which it can fulfil the sa m e functions as tile other relative p ronouns: Why don't you tell the police what you told me yesterday?
Why don 't you tell the pOlice the story (that) you told me yesterday.
We cannot use what to replace who. which or that: X It-Wes-·the-ffloney- whatf-WfIf1ted, net ti1e fame,
..... It was the money (that) I wanted. not the fame. The money was what I wanted, not the fame. ( = the thing that I wanted)
3 1 .2B
Note that we a l ways use whicll ( not who) to refer to inan imate objects. We can also use Which to refer to the ' idea' of a whole clause:
o
I remember - it was the day when/that the heatwave started.
This could b e expressed as:
I am referring to the person with whom you were seen on that evening.
o We
The only noun which takes why as a relative pronoun is reason:
We can use which or that + a preposition instead of when (... 3 1 . 1 F):
I n this example what you told me yesterday i s tile object of the verb tell. It means the same as:
Is Sheba the dog who was run over and nearly killed last year?
When he came home, he was unusually attentive, which made 11er very suspicious. 3
8
9
{
We sometimes use who to refer to a n imals, partic ularly domestic pets:
Here, which refers to the fact that ' Il e was u n usually attentive'. We can use that to refer to people or objects. but we usually prefer to use who for person when the pronoun is the subject of the relative clause :
We can use that as an alternative to when in defi n i n g relative clauses:
o It
-'''
Whom is formal and we rarely use it in speec h . We now mainly use it after prepositions ( .. 3 1 . 1 F) 2
7
We can use whicll
Notes on the table: I
now museums.
a
Ms Harrison is the lawyer who/that has been chosen to represent you. do not use that in non-defi n ing relative clauses: )( This offeri thet will Rot -be r-epeated; ·must· €nG.ne!(t weekc I n US English that is more common than which or who i n defining relative clauses.
Modifying a relative pronounl adverb 3 1 .2C Whicllever, whenever,
etc.
We often use modifiers, such as all of and many of before which o r whom in a non defining relative clause to refer to the subject or object of the clause: The supermarket removed from the Shelves all of its jars of tomato puree, several of The college entered over a hundred students for the exam. 0/1 of whom passed. We interviewed fourteen applicants for tile post. none of whom we thought suitable. which were found to contain fragments of glass.
In defi n ing relative clauses we can modify tile pronoun or adverb with -ever to give the meaning of anything . anyone, anywllere . etc . : Use whichever phone you want - they 01/ have outside lines. I'd like to meet whoever did that to the garden hedgel You can put the photo wherever you think it looks best. I don 't mind.
301
I
e
31 .1 The key to tllese exercises is on poge 368
�...';.
.
Ch oose the best sentence to describe each cartoon.
" : I I �.
,
..:h each headline ( 1 - 1 0) with a sentence (A-J) . Then write one sentence containing a relative _.ause (defining or non-defining) to combine each headline a n d sentence that accompanies it. U se the present perfect tense in the main clause. 0 SCIENTISTS D I SCOVER N EW WONDER-CU R E FOR CAN CER BODY OF MAN F O U N D I N R I V E R SEVERN 2 FAS H I O N ICON QUANT LEAV E S B U S I N E S S 3 GLOBAL WAR M I NG CONFER ENCE ENDS WITHOUT AG REEM ENT
4 I RV I N E NARROWLY M I S S E S FORM ULA 1 WORLD CHAMPION TITLE 5 HAND COUNT O F VOTES CONTI N U ES 6 LONDON ZOO REMAINS OPEN 7 POLITICIAN HANDS IN RESIGN ATION
8 S IZE 1 6 MODEL W I N S N EW ESTEE LAUDER CONTRACT
A
He was d i sgraced in a financial scandal.
B
They were spoiled in the recent US presiden tial electi o n .
C
His contract with Ferrari finishes at the end of the season.
JlIO' -� - .
A The burglar, who fell off the ladder, was arrested by the police. B The burglar who fell off the ladder was arrested by the police.
��
' �
3 A I decided to which had a S I decided to which had a
-
" , ,."'''''' ", �",, 0
buy grill buy grill
.
the microwave oven i nside. the microwave oven, inside.
D It was held in The Hague. E
She shares the house with her British husband, Guy Ritch ie.
F
It was in danger of closing through lack of funds.
G She refused to diet to a size 1 2 . H
The m a n j umped off the Severn Bridge.
The)' b2Wi �QeR St�8)ili�CbilCd gEnes tOr years. She is famous for inventing the mini-skirt.
2 A The customers who arrived after n i ne o 'clock weren't allowed into the sale. B T h e customers, who arrived after n i ne o ' clock, weren't allowed into the sale.
I
Ii
4 A We stopped at the only pub in the village which had a front gard e n . B We stopped at the only pub i n the village, which had a front garde n .
9 MADONNA'S UK H O M E BURG LED
Complete the following article b y writing each miSSing relative pronoun o r adverb i n the space provided. Use only one word for each space. The body of a man 2 The fash i o n icon M a ry Quant 3 The global warming conference . 4 Forillu i a 1 d river Eddie Irvine 5 The hand count of votes 6 London Zoo
7 The politician 8 The size 1 6 Illodel 9 Madonna's house in the U K . . . . . . . . . . . . . . .
302
Jack of Hearts
Jack of Hearts is a new six-part drama series (0) .w.fWltI:w.t.. comes to our screens this week. It has .been given the. prime Wednesday evening 9.30 slot, (1) .. .. . . . . shows that the network has faith in its latest creation. The first episode opens to a scene (2) . . . .. ... a young man is being chased. He stops at a phone box and makes a desperate call. This calls wakes up a man (3) ........ most viewers will recognise as Keit h Allen - the slightly sleazy unshaven Cockney (4) ........ characters are usually less than wholesome. This time, however, he is on the right side· of the law, playing a probation officer with a complicated professional. and personal life, both of (5) . . . ..... form the main themes of the series. The writers have managed to find a different angle on his personal problems. At the centre of these problems is his stepdaughter, for (6) ........ he attempts to keep the househOld together. His relationship with the girl's mother, (7) . .. . . . . . seems to be a bad-tempered, grumpy woman, is further compromised later i n the series (8) .. ... . . . she joins the staff of a college at (9) ........ she meets a former lover. Thus the ground is prepared in this first epi$ode for a series (10) ........ may help to lift British summertime TV out of its regular slump.
303
Women who rule New York
This article has too many relative clauses in it. Change the underlined parts so that you don't use ; a relative clause . The first one has been done for you.
There is another world in New York beyond the tourist attractions. and the (:;..... . . . high-rise blocks (0) . . .. � . . .. It's a world (1) ... .. .. . and pay several thousand dollars for a dress (2) ........ . These are women for whom one of the modern-day necessities is having a perSonal car and driver in New York, (3) ........ . These women, however, are not only interested in designer clothes and facelifts, but they are also serious philanthropists, many of (4) . .. . . . . . for charity. Brooke
Controversial school to close Brockenhurst School, which opened as an educational experiment in 1 974. is to close this sunmler. All the teachers (0) who are currently employed by the school will be relocated to other schools in the area ( I ) which have staff vacancies. Brockenhurst was founded by (2) Sir Patrick McDonald. who comes from Inverness. at a time when new educational theories were welcomed by the establishment and experiments in education were supported. However, in recent years, such initiatives have been frowned upon as successive govenunents have urged a 'back to-basics' approach. The school currently employs 28 teachers. (3) all of whom come from the holistic school of education. Most of the teachers have been at the school for at least 15 years. There are approximately 780 students (4) who are of different ages at the school. and they will all transfer to schools in the region. Staff (5) who are currently livin� at the school will be found alternative hOllsing by the local council. Sir Patrick wa� the tirst person (6) who was informed of the l,lovernmcn(s dec ision and he passed the bad news on to statl and
students at a Illceting (7) which was held last week. Sir Patrick. who is 62. has decided to take early retirement. Although Sir Patrick h imself was unavailable for comment, a spokesperson for the school told us. 'We are all very sorry about the closure. For over 25 year we have run ,ill establishment (8) which has been dedicated to making learning II rich and enjoyable experience . All the staff and students (9) who have been participating over the years will agree that this is a sad day not only for the local community but for education in this country as a whole . '
s
5
r.JII_E::7'
Complete the article at the top of the page opposite with an appropriate relative pronoun o r adverb ( i f necessary) and a phrase from the box. Use each phrase once only. Write t h e letter of each phrase (A-I ) i n the spaces ( 1 -8 ) . pronouns who whose whom where which why that
304
phrases A raise h uge amounts of money B only the privileged can take part C most of lIS caR gRI), Sre8111 about D activities are as diverse as E she was able to raise so m uch F women h i re private jets to go shopping G has given nearly $200 m i l l io n H y o u often can't fin d a cab they wear only once
� ..
Astor, for example, is II 97-year-old socialite (5) ....... . to charitable causes in the last 40 years. This 'Qyeen of New York Society', (6) ... . . ... visiting elementary schools and attending charity dinners, has raised $4 million in one evening alone. In an explanation of (7) ...... . . , she admits that she tries to stimulate competition amongst her wealthy and famous guests. This is a rarified life in (8) . ...... . , but which does a lot of good for the less fortunate.
j
Read the following text. I n most lines, there is an u n necessary word , a word missing or a punctuation error. For each numbered line 1 -2 2 , identity the mistake a n d write the correct version in the space on the right. Some lines are correct. I n d icate these lines with a tick (v) . The first two lines are examples (0 and 00). o 00 I .2 3
.4 5 6 7 8 9 10 11
i2 13 14 15 16
17 18
19 20 21 22
Tourism today is an industry l has grown so m uch i n recent years that i n many countries it provides the greatest single contribution to the country's revenue. But is it always a good thi ng? Mass tourism which i s a relatively recent phenomenon , brings with it a whole raft of problems. F i rst, it mea ns that a country's economy may rely on an industry which it is wholly seasonal. with the consequence that the huge n u m bers of people work i n tourism d uring the season have no income during the rest of the year. Some find wherever work they can . but others may turn to a government i s a l ready receiving lower revenues for support. Secon d , it is true that in many countries tourists are destroying the very sights they flock to see them. They take home pieces of an ancient m o n u ment or of a coral reef which will gradually result i n erosion of the attractions and therefore of the i n dustry. While this kind of destruction may be wholly unintentional, a certai n type of tourist what wants only a 'good time' can be very destructive i n a different way: they drink too much, pick fights and destroy the c l u bs and bars where they are drinking i n . Obviously. it is then this behaviour by that the local community judges a l l members of that nationality group. creating e n mity between races rather than fostering empathy, what should be one of the main advantages of tourism. Finally. there are many places tourism i s t hreatening a wel l-establ ished way of life: people that whose livelihoods traditionally come from older ind ustries. such as agriculture or fishing, are fi nding new jobs and wealth in the over-developed tourist regions, but at what cost? It i s sometimes d i fficult to u nderstand exactly which a country gains from tourism.
.
. . �1-: ..
..
. ¥.:
305
I n the first examp l e , tile writer probably feels that it is surprising that a lot is known about the artist's later life wilen little is known about his early life. but i n the second. it is the lack of knowledge about the artist's early life which is surprising. Though is a more informal alternative to altllOugll:
C o n t ra st
English can express contrasts: with conjunctions. adverbs a nd prepositio ns. Kn ow/ na exactly how to use each type of contrast is one of the more advanced poin ts of This u n it looks at the most common ways of contrasting information.
I enjoyed the exhibition, though I thought it was rather badly orgal1ised. Even though adds e m phasis to the subordinate clause: Psychosis is also part of this debate, even though problems arising from it affect a
o
C O N J U N CT I O N S OF CONTRAST 32. 1 A Expressing difference
A contrast between two clauses can be one sim ply of difference between the ideas expressed i n them . The most common way o f expressing a simple difference i n EI1&fish is with but:
o
Ufe expectancy in Japan is now over 80 but it is several years lower in the UK.
Other conj u nctions which express simple differences are wllile. whereas and whilst. While is more i n formal than whereas; whilst is very forma l :
I 've got two sisters. while my best friend has got two brothers. While I 've got two sisters. my best friend IJQS got two brothers.
v My best friend has got two brotllers but I 've got two sisters. The clause introduced by the conjunction is usually the one which carries more emphaSis or introduces somet h i ng new to the discourse ("" 36 . 1 ) . o We always separate clauses with while. whereas and whilst with a comma. This is not usually n ecessary when we use but. )( BuU:·ve·get-fwo-sisteFS.-·HlIj"·/7est Ir-ief/(J-hes-get·iWe-&r-e#1efS,
3 2. 1 8 Expressing opposition or surprise
There is another type of contrast i n English . where the idea of one clause is i n some way oppOSing the idea of the other. and which often expresses an element of surprise. For example, we may feel that it is surprising to pay a lot of money for a meal in a restaurant and to find that t h e food is awful, or to fail an exam after studying hard: Although we paid an enormous amount of money for the meal, the food was terribly
disappointing. Derek failed the exam but he had studied really hard for it. Derek failed tile exam, although he had studied really hard for it.
We use the conjunctions but, (al)though and even thougll to introduce the fact or idea in opposition to information in the main clause. Note that the subordinate clause can precede the main clause:
o
Although he had studied really hard for the exam, Derek failed it.
Remem ber that but does not introduce a subordinate clause and that a cla use starting with but can not precede the other clause i n the sentence (II> 3 2 . 1 A): )( But-he-/)(}(JsttJdiee feel/y-herd.for--the e1tfJm; · &erelt-leiled-it
It is often possible to start either clause i n a sentence with a conjunctio n , depending on which clause has the information we consider ' su rprising' and which we want to focus o n . Compare these examples:
I 'm going to apply for the job, even though it pays very little. (fact) I 'm going to apply for the job. even if it pays very little. (I don't know what it pays.) These exclusive villas are only a five-minute walk from the busy centre of tile resort, yet they are a haven of peace and tranquillity.
While only 84 people died on the railways last year. more than 5. 000 died on the
We can put a clause starting with while . whilst or whereas either before or after the. m a i n clause. but a clause starting with but has to come second:
Do not use even although or even by itself: )( SRe--!&ves-him. -even altheugh he..i5-violent X She--ieves--him,--even ../Je 15-vieient7 v She loves him, even though he is violent. Do not confuse even though and even if ("" 1 O. 7 D) :
A more formal conjunction of contrast is yet:
Reds and yellows are warm colours. whereas blues and greens are cool. roads.
relatively small number of people.
32. 1 C
We can use these conj u n ctions with a n adjective instead of a cla use: The necklace, even though (it was) staggeringly expensive. would match the dress perfectly. Though exhausted after the drive home. Shelley cooked a meal for them all. Her face, although deathly pale. was as stern as ever.
We can use though after an adjective , with verbs such as be. look , seem: Beautiful though she is, you must be sure that you love her for herself.
Compare this with the LIse of although as a conj unction: Although she is beautiful, you must be sure that you love her for herself.
We can use though at the end of a sentence to make a contrast with the sentence that precedes it (II> 32. 38).
P REPOS ITIONS OF CONTRAST We can use the prepOSitions despite and in spite of to express contrast. They are more formal than (al)though: Despite the depressed gold price, mine production rose in most areas last year. X In spite- of-she-saw-me-ifl-#1e-€er.--she-iJidn't-weve·-(JF-sey -heile,
As these are prepositions, they do not introduce clauses:
v Although she saw me ill the car, she didn 't wave or say hello.
v Though the plane left an hour late, we arrived at our destination 011 time. These prepositions can be followed by a noun or an -ing form:
)( Despite- the-p/one left· aft heur-late, --we arrived fJf ourtiestiflatien·en . fime.
Despite often offering poor conditions and basic salaries, clJQrities rarely have
problems in recruiting staff. To i ntroduce a clause with despite o r in spite of, we have to add We fact that: In spite of the fact that the final rehearsal had gone so badly, the first niglJt was a
great success.
Uttle is known about the artist 's early life although a lot has been found out about his later life.
A lot has been found alit about the artist's later life, although little is known about his early life.
306
307
ADVERBS OF CONTRAST 3 2 . 3A Formality
We can use sentence adverbials, e.g. however, neveltheiess, still, on the other hand , oil the contrary , to make a contrast between sentences, but mainly i n more for mal spe and writing:
A dog may be a good companion for the elderly. However, the need to take it for walks may be a disadvantage. Neverthelesslnonetheless is more formal than however: The new version of Windows is not problem-free. Nevertheless, it is still an improvement on the previous one.
We use commas to separate these adverbials from the sentence. We use even so in the same way, often to express a particularly surprising contrast: The last attempt to s wim the Channel ended in disaster. Even so. more swimmers than ever are training to achieve this difficult feat.
M ore informal adverbs of concession are still, all the same and mind you: Our latest designs are not really as innovative as tile competition. Still, they will certainly be popular, as they are realistically priced. I know it's not late. I have to go, all the same.
32.3B Position
The hEP
ech
The new programme about dinosaurs is a bit far-fetched. Mind you, it 's a lot more interesting than most of the other programmes on TV right now.
A l l o f t h e adverbs o f contrast c a n b e placed a t t h e begi nning o f t h e contrasting sentence:
One way of selecting candidates is a written editorial test. On the other hand, an informal interview can often be more informative.
We can also put them after the subject or verb of the contrasting sentence: Uttle is known about Shakespeare's early life in Stratford. His years in Landon, however, are well documented. ! . . . are, however, well documented.
The adverb tllOugh can be put at the end of the contrasting sentence: We haven 't had a lot of success with the garden this year. The weather was much hotter tl10n usual, though.
((I
Urese CyerCfSeS
Of) poqe 569
combine each sentence in A with a suitable contrasting sentence from B, using the conjunction ��n in brackets, �O I 1 3: f!
Cliff Richard's Christmas single went straight to the top of the charts. M any people believe that capital punishment i s a deterrent to serious crime. We usually consider it healthy to eat lots of fruit. I enjoy having people to stay. The main medium of communication on the I nternet is English . 5 lain Banks's early novels were considered q u ite strange. 6: I tend to d ri n k more white w i ne . . Global warming is often considered the main factor in c u rrent c l i mate fluctuations.
. .. k.
,
, d
e
f g h
o
Many web sites now operate i n other languages. (although) Too m uch can produce a n excess of acid i n the stomach. (but) He it rG!!Cilag �y fJlW� af�he flat' cslabljgtliliclIl. fev€i\ Ulcugli} Climate change has long been a feature of the Earth's development. (yet) It actually makes little difference to the crime rate. (on the contrary) My husband prefers red. (whereas) I always appreciate the peace wilen they have gone. (though) His later books are more mainstream and accessible. (while) "'bJie
k4ff Ridw..rd.f. r:&UtmM.J�� mt.Ct . .ft.r:�/:tJ;, f:.I].tl1!!,(:p ?4t1:r&. dwd.,> w.m. tM"'jhc/1,�: i,{ . ... r� b)'I:1:««A4tf.W: fH>?J1�"MK.U.f;@'tifh#f-l'J:rJ:, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .
Nevertheless and nonetheless are not colllillonly used at the end of a sentence; we tend
to use thelll at the begi nning of the sentence. But we often use even so at the end of a sentence. look at these examples: Nonetheless, the public considers that too mOllY
are allowed to stay.
Last year the government
The public. however, considers tl10t too mOllY are
turned away more asylum
allowed to stay.
seekers than ever before.
For each of the sentences below, write a new sentence as similar as possible in meaning to the onglnal sentence, but using the word given. o Malcolm's teeth were botheri h i m a ain , even though he had recently visited the dentist /0�?m(U'{!,� . . ®?!:.e: . pf:kif..l.�.4.0:f.: ""jiW'!'
I know it's far too expensive for someone on my income.
308
I
Mind you, it's worth it'
It's worth it, mind you!
.
.
Very little of the remaining stock sold. despite the low prices in the sale. ... ...... .......... even though The a i l i ng magazine tried introd ucing several new features. Nevertheless, circulation continued to drop. .......................................... although Although this may seem difficult now, you ' l l soon wonder why it caused so many problems. .... . . . . . .. . .. . . . . though I n spite of her insistence that all was well , I knew that someth ing was wrong. fact The Scots won the battle, even though they had a far smaller force. . . .. . . . ................ . . . . despite Despite the fact that the critics hated it, Archer's latest book was wel l received by the public. being .
2
3
All the same, it's worth it!
It's worth it, all the same'
.
. . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . ..
stay, even so.
Still. it's worth it!
�
. . r�Mf.y. v?i.tmi: t:f:r:f.: t4!!#:ff
Tile public considers that too many are allowed to
The informal adverb still can appear at the begi nning of the sentence, but not the end, and all the same and mind you a re cOlll mon at both the begin n i ng and the end:
l
. .
.
4 5
.
.
.
.
. . .
6
. . . . . .
. . .
. . . .
. .
.
.
. . . . . .
. .
.
.
.. . . . .
. .
.
. .
. . . .
. .
.
.
30�
Six of these sentences contain a mistake i n word order o r formality. TIck (v) the two c orre ct . sentences and correct the mistakes in the others. I think that I did q u ite well in tile computing exam . I t was more difficult than though I expecte d
2 We were expecting a basic but pleasant a partment. On the contrary, what we got was little
mci�e
than a hovel . 3 Strictly no pets are allowed in the hotel rooms. Guide dogs for the blind may be permitted wit h ' prior permission from the management, m in d you. 4 J ulian's just had a shocking cold . I t d i d n 't last long, sti l l . 5 Office supplies may be ordered as necessalY However, all orders m u s t be copied t o t h e Accou n• Department.
.
6 I know you' d like us to be godparents to little Emily. We'd rather all the same not. 7 That new kid at the nursery is a right little pain. He really gets on your nerves. N everthele ss, we've got to do o u r best by h i m , 8 Writi ng more t h a n t h e required n umber of words will n o t attract a higher m a r k . You m a y be
penal ised for failing to follow on the other hand the rules.
Though delighted at her sister's SLiccess, Vicky couldn't help feeling somewhat envious. Despite her delight at her sister's SLiccess, Vicky couldn't help feel i ng somewhat envious . same 0 different 0 Men usually llave good spatial awareness, whereas women's linguistic skills are often better. Whereas l11en usually have good spatial awareness, women's li nguistic skills are often better. same 0 different 0 A ' Mary threatened to leave last night. She's stil l here now. ' B ' Mary th reatened to leave last night Stil l , she's here now. ' same 0 d ifferent 0 Chicken pox is much milder in children than in a dults. It's sti l l not pleasant, m i n d you. Chicken pox is much milder i n childre n than i n a dults. All the same, it's still not pleasant. same 0 different 0
> Ci)f1111 Ie1:e each gap in the text with a conjunction or preposition from the box. bu '
4 1.'!m_ar:-
Which of the sentences in these pairs are alternative ways of saying the same thing? Which pairs have different meanings? Put a tick (v) i n the correct box. The exercise begins with an example (0). 0 A B A B 2 A B
3
A B
4 A
B 5 A
B 6 A
B 7 A B 8 A
B
310
I n spite of the fact that this computer costs less, it's as good as the other one, Despite its lower price , this computer is as good as the other one. same Gel d i fferent 0 Despite the awful weather, the parade was a success. Although the weather was awfu l , the p a rade was a success. same 0 different 0 Brillia nt as he is, he ca n 't ti n d a suitable job. Though he is brilliant, he can't find a suitable job. same 0 different 0 Even though I went to the party, I didn't see her. Even i f I went to the party, I would n 't see her. same 0 different 0 The new m useum is extremely popular. It hasn ' t made any money yet. The new l11useum is extrel11ely popular, yet it hasn't l11ade any 1110ney. same 0 different 0 This ice cream is very sweet and rich, though it's not very fatten i ng . This i c e c r e a m is very sweet and r i c h . It's n o t very fatten i ng, thougll. sal11e 0 d ifferent 0 The waiters in this restaurant are notoriously rude, However, custol11ers keep corning back. The waiters in this restaurant are notoriously rude. Even so, customers keep cOl11ing back, same 0 different 0 Even as we complained, the noise continued. Even thougll we cOl11plaine d , the noise continued. same 0 different 0 We were at the N o rfolk Hote l , while the rest of the group was at the Grange. Wilile we were staying at the Norfolk Hotel the rest of the group 1110ved to the G range. sal11e 0 d i fferent 0
despite Despite · · ev.en though however' ·However . O n th e contrary · .tl'\OI!Jg� : .-Whereas ' : W.hi\�. ,;Yet
Nevertheless
The Elgin Marbles
Elgin Marbles are statues which date back to the 5th century Be. (0) .. I.r.?tIYi!1fjik, they were Cttated in Greece and were located there until the late 1 8th century, they are now exhibited in the
The Bri
h Museum, London. The statues used to be in Athens ( 1 ) .. , .... , they were bought in 1 799 by the Englishman Lord Elgin, who wanted to hring them back to Britain as part of his personal art collection. (2) . . . . . . . . , on the sea voyage back to England, the ship carrying them was sunk and the 'Marbles' were temporarily lost, It would be an incredibly expensive operation to recover them. 13 •. : ..... , Elgin did so, and (4) ........ he was a very rich man, he placed himself in enormous debt. (5.) , ....... his own desires, he had to sell the Marbles to the British Government to recover his losses they were housed in the British Museum, where they have remained ever since. In recent times, (6) . . . . . . . ,' the statues have become the subject of debate between Britain and Greece and, indeed, among British historians and archaeologists, ( 7) . . . .. . . . the Greek authorities have requested the return of the Marbles on many occasions, the request has a lways been refused, There are arguments on both sides. Some people believe that it would be foolish to return them, valid (8) ..... ". the Greek request may be, because of the pollution that is affecting the Jlnnhenon and the possibility of earthquakes in Greece. Restored to the Parthenon, the Marbles (luk! be exposed to damage, (9) . . . "." they are safe in the British Museum. Of course, there are equally compelling arguments for their return, especially on the mora I level. It cannot be denied, ( 1 0) "."." the material safety the statues enjoy in Britain, that they are part of the Greek heritage, Many people also refute the argument that Athens would not be a safe place for them, ( 1 1 ) ...... '" they claim that if the statues were returned to Greece, a new state-of-the-art building would be constructed to house them, where they would be both safe and in their ri�hthll environment. Furthermore, the British authorities have long used the argument th'lt works ot art hould not be subject to 'ownership', but should be kept where they are accessible to most people. ( 1 2 ) ........ in the past they have rerurned a number of cultural artefacts from other civilisations ro iht'ir origins. The argument continues, and is likely to do so for some time in the future. '
311
I n tr o d u c to ry th ere a n d this unit we look
There
it
+
be
can be followed by a noun + participle phrase (r>-
1 3 . 1 , 1 3.2):
There's a strange old man sitting i n the comer.
In at the use of there as 'elnpty ' . subject info.rma s to introdll�...." tion or the mai n con ten t 0itf aand . ten ce ' We can al so use the pos ition of subjects ' objects and claussen . m to . l nl l:ltll-:• .i report thin gs in an indirect way and toes In sentences '. Thi s a II ows us to de.rnc crea te a more Imper l style oftescribe form al Eng lish . (Fo r info rma on the pron oun It ... 27 1 F· sona .... for the use of itn tofuu.... introd uce cleft sen ten ces 11> tion 34. 1 B)
o When
I NTRO D U CTORY
We commonly use there (+ be) with the following words and expressions: there + b e + quantifiers (any, some, Are there any more issues outstanding ? much, many, several, etc. ... 2 8 . 3A) There are several ways we can tackle this. there + be + indefinite pronouns I 've had a good look and there 's nothing to report. (somebody , nothing, etc ... 27 .4A) Isn 't there somebody here wlJO can help us?
'
There are two scales of temperature used in science.
V
(new information)
. '1 ' . We often use to intr ce or descri be a character sce ne' whe n tell ing a story or jokodu or plac e, or to 'set the e: At the .
there
pllrase (It> 2 8. 1 A):
)( i+Hhe-hetel-lOOby theFe-is the--fflSh ' : /1fc fl . hme V In the Irotel lobby there ' • IS a cash machine. C the
used + to be
.
:; iS�n
There
�
[
)
swer to this questio n.
l
There were two ways out of the buil ding.
o But
in con versati ona l Eng lish , we som etim
There 's two ways we can do this .
in the room.
)( Fhere won't-be any tr(,JUble ·to get back.
v There won 't be
any trouble getting bacK.
Researchers noticed that there tends to be a higher number of influenza cases in warm winters.
+
a passive reporting verb (e.g. is said to be. is thought to be) + an indefinite noun phrase (This is used to describe a general feeling or belief.) (compare it ... 3 3 . 2C) In formal written English we can use there
there + ariselarrivelcomelemergel
enterlexistlfollowllivelocCllrlremainl resultlsitistand/take place
�
agrees with the com plem ent :
form
If tIle government goes ahead there 's sure to be
an outcry from the miners . Hang on, there was supposed to be a television
there + appearlhappenlseem(s)ltendl There used to be a house at the end of the common.
e three little bears ' There WIll be an inte a I f twent minutes during the perform ance. There must have be a h ousan applrca nts for the post. . be
The form of
+ to be
+ problemldifficultyl
trouble + -ing
(deflilite nou n phrase) In d efInlte . nou n phr ase ) But we can use re is/are with def som eon e of som eth ing we/they alreadinite n oun phr ase s Whe n we are rem indi ng y kn �w, or pOl ntlllg som eth ing out : V Don 't forget there 's a/the cash machtne /fJ the lobby f (rem indi ng som ebo dy of som eth i ng you/t h ey kno w) I you run out of money. V Look, there 's a/the cash machine, nex t to the porter's des k . (po intin g som ethi out) ng 3 3 . 1 B We can use all forms of be after there, incl udin g mod al forms'. Form Onc e up�n a tIme there wer
�
.
be + bound/certainlexpectedl
there + be
noun p hrase, not a defini te noun .
+
likelylsure/supposed
top of the hill ther e 's a small cafe wi . th Wonderful view s over tlJe bay. There 's an English man an Irish man . an ' d a Sco ' tsman who go //Jto T {I,Jere Is/are a bar . . . ' .
is usu ally followed by an indefi ' nite
an earthquake which destroyed much of Lisbon.
The organisers didn 't expect (there to be) quite such an overwhelming response.
We use there as an ' subject + is/are to introd uce new . Use that som eth ing exists'emorpty IIlfo rmation and/or to hap pen s:
O
1 755 there was
We don't anticipate (there being) any resistance from the anti-hunting lobby.
THERE
fiI�
In
In formal English, verbs with future meaning, e.g. a nlicipate, expect. envisage, intend (I!> 5 . 2A), can be followed by there + to be/being:
33. I A
:
we are describing a single action we use a full relative clause:
)( 1rH-l-Sfr.there-WE!S·f1/t·eartllqueke·desffOyed·much·fJf·Lisoon,
.
If you 're lOoKing f or a cafe; there 's . one app osite tlJe station. [Fifty-one states exis t in the USA ) Th re are fifty-one states [ Three murders hap in the USA. pen in the T ere are three murders in the [Is a bank situated film. near here?) Is here a bank near here? there is/are
- .) :....r:j '
There are thought to be several ot/ler senior officers implicated in the caver-up. In Zaire alone, there are believed to be more than a million sufferers of tire disease.
Deep inside her there arose a desperate hope. At the crime scene there remained little in the way of physical evidence.
There follows a full list of our current terms and conditions of trading.
I NTROD U CTORYI I M P ERSO NAL IT
We can use i t as an 'empty' subject. This is a grammatical device to introduce or Use identify something later in the phrase. It is followed by a definite noun phrase
33.2A
(... 28. 1 ) 'Who 's that?· 'It's Alan . .
es use there IS' with . a plur al com plem ent:
Hello, it's Steve here. Could I speak to Jane? ' What 's worrying you? ' 'It's the children. '
It
can refer to one or many things. but grammatically it is always singular: v It's
)( It--are Alf1n al1d Margaret at·the
door,
Alan and Margaret at the door.
312 313
We use
it + be
to introduce information about the following topics:
weather/environment
It'll be cold in Edinburgh at this time of year.
time/dates
It is eight o 'clock in the morning.
conditions/situations
It's so quiet and peaceful here.
distance
It's quite a long way to the nearest town.
it
It was damp and foggy in London that autumn. Thank goodness it's Friday today.
It was becoming increasingly dangerous.
33.2B CO lllmon expressions witll it
We use it before probability:
seems as if/though
and
looks as if/though
We sometimes want to describe o u r attitudes, feel ings and opinions without mentioning o urselves d i rectly. We can use i t + be as a n i m personal way to introduce these p h rases. This i s less d i rect than sentences beginning with I thinklfeellbelieve and a l l ows u s to present opin ions as though they were i m personal general feelings or even objective facts. We also use this device in academic writing where there is a convention tl1at ideas should be presented in a n i mpersonal way. There are several pattems that we use : it + be +
adjective + -ing form (We use this in informal English . )
to describe irnpre sSions . iII1d
It seems as if we 've known each other for years. (This is Illy i mpression .) It looks a s though I 'm going t o fail the test. (I think it's probable.)
it + be +
adjective
+ tilat
it + be +
adjective
+
clause
infinitive clause
it +
verb or modal verb phrase [usually passive) + that clause (We use this in formal written English.)
It was lovely meeting you at last It isn 't surprising that she left you. It is remarkable that so few of the patients suffered side effects. It's wonderful to sit out IJere under the stars. It was possible to recognise regularities in the patterns of soil distribution. It has been shown that most of the patients improved noticeably.
It should be noted that the majority of tile responses were positive.
It + a passive reporting verb describes i mpersonal or general feelings. It also al lows us to report someone's words without menti o n i ng the speaker/s. We use a verb clause after the verb, not a noun p hrase (compare ... 3 3 . 1 D):
It was said (that) he was innocent.
It is believed (tllat) the rebels are about to attack tile capital.
33.2D We can also use it as a n ' e m pty' object after certain verbs to introduce a following clause: like/hatellove + it + when/that
clause (This is used to describe likes and dislikes.)
would appreciate it + if clause (This is Llsed to make a polite requesL) owelleave it to somebody +
infinitive clause
it adjective/noun/preposition phrase + that clause thinMfind/consider + +
14
I hate it when people stare at me, We love It when the grandchildren come ovec I would appreciate it If you could fax your response as a matter of urgency. We owe it to him to try and find a resolution. We leave it to you to suggest a suitable date.
I find it intolerable that we have no recourse in law He thought it a pity that they hadn't contributed to
the fund.
I consider it in your own best interests that you leave . , immediately.
.:C:'
I f t h e subject o f a sentence is a l o n g clause we can u s e i t as a n ' em pty' subject s o that we can put the long subject at the end: It was hard to believe that he had behaved so appallingly. (= That he had behaved so appallingly was hard to believe.) This device also helps us put new information i n the end focus pOSition (II> 3 6 . 1 A, B): It really hurts me to be going away. ( = To be going away really h urts m e . ) It c a n also b e an ' e m pty ' object ( JI>. 3 3 . 2AJ . anticipating a later clause. This al lows us t o combine several pieces of information into o n e sentence. again putting n e w i n formation at the end : We leave it to the reader to appreciate what this will mean . ( = The reader can a ppreciate what this will mean. We leave it to the reader to do this.) She thought i t a pity/sad that h e hadn 't joined in the festivities. ( = He h a d n 't joined i n the festivities. Sile tllOUght that was a pity.) o We don't usually use it as a n 'empty' object when the main verb is not followed by a n adjective or by a noun or preposition phrase: )( She-#letJghHh H fff-iJe-iJe(jn�f jeined-in-the .fest-ivities·. v' She thought that he hadn't joined in the festivities. We also use it to introduce cleft sentences [... 34 . 1 B): I t isn 't just his outlandish sense of humour that I 'm complaining about.
315
.� ) . ) ., .:.-> J
P ra ct i c e
The key
10
II/ese nelCises is
on
2': 1!DI��
h with can be i mproved by rewriting one sentence from each paragrap 1111s..text and rewrite them, The Improved be can that s sentence the I/II persona 1/'l ntroductory it' U nderline le. examp an as done been has ftrst one
page 5 70
1
The Beach
Rewrite the following sentences using there.
o
. . . . . . . . . . . l.h..�.f.!:(!te4{)n d/411,{)t: �:J<,f.�4 ��,�t:(! .b�J(A{iJ..'AJtr().i1'!J. retM#.�.IJ<. . .
Such a strong reaction was not antici pated by the protestors.
00 Getting a visa won't be difficult . . . . . . . . . . . T.�We, ("!PH 't. h .qJ:t.y. it Vif.Ik·. More than a million species of insects exist in the world.
4iffi�je:ff0g
2 A grandfather clock was ticking in the bac kground.
.
. . ........
'
by Alex Garland Now a movie starring Leonardo DiCaprio.
People say that somewhere in the tropical waters of Asia there is a perfect beach on an uninhabited island, Rich in animal and plant life, surrounded by virgin
3 At H i roshima i n 1 94 5 a n event happened which shook the whole world.
jungle and watered by sweet underground springs, the beach could be the setting for an idyllic and easy life.
4 Two further suspects are thought to be u n der arres.t
a place. But to discover that far from being the source of contentment and inner fulfilment
The Beach is the story of a young man who yearns for, seeks out and eventually ftnds just such
that he expects, the beach turns out to be a place of savage violence, terror and death, comes
5 They are bound to react badly to the news. 6 A statement by the Prime M i n i ster now follows. 7 Present in the compound were two forms of amino acid. 8 Does Osaka have a n u nderground railway?
as a shock Alex Garland takes the reader on an exotic journey from the steaming tourist-packed dives of the Khao San Road in Bangkok to the drug-infested islands of the remote seas around Thailand, Not to be impressed by the author's skill in describing the unfamiliar oriental locations and his ability to empathise with the obsessions of today's young backpacking 'new-age' travellers is difficult. Taking in illegal drug plantations, memories of the Viemam war, sexual j ealousy, shark
9 A massive sell-off of high-tech shares is l i kely i n the next few days. 1 0 From the middle of the forest emerged a strange hooded figure. 1 1
I n this case. securing a conviction should be no trouble.
1 2 I s nobody here able to help LIS?
Garland spins a tale which both seduces and shocks the reader. What gives the novel its
infested waters, the psychological dynamics of communal living and the clash of cultures, .. haunting sense of unease and horror is the author's unique blend of these disparate elements. It is a thriller with all the traditional ingredients, an exotic location, a central mystery, good
versus evil, and dangers around every corner. There is a strong sense of good and evil in the
book, but to decide who is right and who is wrong Garland leaves to the reader. There are few moral certainties in this exotic corner of the world,
1 3 Illustrated in our brochure are ten new holiday destinations.
Events unfold at great speed. and be warned, to put this book down once you have started it
1 4 Do you have a b uffet car on the train?
biting narrative that keeps the reader hooked until the final bloody clima:<.
is impossible. With an international cast of well-observed characters Garland creates a nail
1 5 In this bad weather a poor turnout for the election i s certain.
1 6 H a nging over tile bed was a beautiful antique tapestry. 1 7 People think at least two leading politicians are i nvolved in the scandal.
. b.eM!v.qf!.'i� ,�¢e4 ·!t;?r �a!4: t;/w. �q�e � tfte. t:rofipJ,J f1!l1!.e:rj rfA.f.iA tfte.re .'�.tVj?f-rft¢ i1iNr4,
.
.
1 8 We d o n 't envisage any adverse reaction from viewers.
316
317
3
ALL
.
Qn your left you will see a fine example of late Renaissance sculpture. , You know Van Gogh never sold a single painting. . . . hiS lifetime. I'm really surprised that people didn't appreciate hiS gellilis dunng We've been here two hours and we're not even halfway round the museum. I know; but to see everything in one trip is impossible. Which one's the Titian, Jane? The Titian is in that place, next to the scul pture.
For each of the sentences below, write a new sentence as similar as possible in mean ing to tile original sentence, but using a form of it or there and the word given. This word must not be . altered in any way. The exercise begins with an example (0) . a
2
J.t. f;
I think Steve might win the race.
though
.
being
. ............... . . . . . . . . . . . . . . . . . .
.
.
.
.
.
.
.
. .
'
.
.
.
.
.
.
.. '
�
.
She may well marry him.
.
"
'
"
seems
. .
. . . . . . . . .
. .
. .
. . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . .
:O��
. . . . . . .
4 I would like you to send me your up-to-date retail price list.
· · · · · ··h'
appreciate
5 Fifty students applied for the scholarship. applicants
6
They say he hates publicity. said
We're not surprised that tlleir children are so badly behaved. surprising . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . 8 I n this paper we will demonstrate that DNA strands can be replicated. 7
. ... . . . demonstrated . We are selling twelve detached houses with double garages on this estate. .
9
...
.
.
.
. .
.
. .
.
.
.
.
.
.
. .
. .
.
sale
I O Ta be nominated for this award makes me feel greatly honoured. honour
4
ALL
)!
Eight of these short extracts from conversations at a museum would be Improved with the use of it or there. Two of the extracts do not need to be changed. TIck ( .....) these two extracts, then rewrite the others. DAVE GUIDE
2
GUIDE
3
JACk
4 5
MARY
KARL
GUIDE
JACk MARY
6 DAVE SUE
•
sente nces which n of these sente nces. TIck ( ....). the ds It or there are missi ng from eleve . or there in the correct place ect and rewrite the others with it
3 People think many other politicians are involved in the scandal . thought
ALL
.
How far's the cafe from here? The distance isn't tar; you'll find it at the other end of the Egyptian Gallery. Ladies and gentlemen, this is the Gutenburg Bible. People believe this is the first book to be printed in Europe. Isn't this the head of Queen Nefertiti? Yes. She was the a unt of Tutankhamu n . Do you have many Impressionist paintings here? Yes, more than thirty examples hang in the East wing. What an amazing statue. That Rodin produced such a superb piece of work all by himself is hard to believe. This fifteenth-century portrait looks brand new I Yes, the impression is that the painting has been rather over-enthusiastically restored.
such a famo us histor ical clla racter.. She found stran ge that he'd never heard. : . of .. . . . � . . . . .. . . . . . . . . . .. . . . . .. ... . .. ... .... . trains een Was really such a long wait betw . . . .
.
. .
.
.
.
. .
.
.
. .
.
.
. . .
. .
.
in We alway s have lots of visitors but tend to be· · more . . . . �d l . ;���l R�;� � ���� ���� ���r�!l � �l �t h�ds r . I " '�� . �h� ' � �:;; ; � ' d��ld � �h� ' ; � ' �d :;;h� � ; ����n� n Th� d ;����; I ����� i S g ilty a i e t ···· i 5 '��d' ��. ·�h�� ���id b�· .��. �;��b � ' ��� ;� ;�f ;d . I ' ��� �� d� '���e f��lty ' O Th�� ��� f t g �. ur l u 6 ed me, but their attitu de. 7 I t wasn' t their behav iour that annoy · · · Y�� ;�� ��II� ���� �� �;y nerve s when she talks like that kl r 8 · � '��� �������; � ' � .�� : . . . . . . . . . ' l il � co���� I; b�l i���d ! l;�h� � r 9 ' f��� � �� " " · . . . Wh�� � ���d;bl� i � �h�� !ll igl;� h��� b��� �� �;��� �;��� li i · · ' in I0 ' �� �� ' �;�;� ��� �;�h ' ';��k ' ���� d ���id b� · ' . ' ��;�� �� �� � � rel c i���� f �d r �� � h;� t I n S ibl 11 l i . ..... · � · 666 ��� � f;�� �hi�h d estroyed a large part of Londo n. 12 1 1 . ���. h�� ;ff � ' " · · · ' w� � ��;d ' ���r�� i ��� ;; ;�� ��bl� i��ed y ��� ���il�;�t� · �� d iC 13 G���;��' �.� the airport on time i s the least of our worri es. 14 ' G���'d pa loves when the childr en ask for his advic e. 15 .
��<
'
319 18
34. 1 C cleft sentences
E m p h at i c stru ct u re s a n d I nve rS i o n
wh-
.
.
What Mike did was to take Sally to the party.
The boys aren 't leaving Sandy at home. They are taking him to the match. ' .... What the boys are doing is taking Sandy to the match.
Old members are absent but the new members Ilove taken their seats in the assembly.
We can also use wh- clefts to highlight a verb com plement. For example. if we want to highlight the complement stingy i n the sentence Jean and Bob are stingy, we can say: wh-clause + is + emphasised complement
(cleft sentence: two clauses, two verbs) This gives extra emphasis to part of the sentence. We often use this pattern to em phasise some piece of new i n formatio n , to give explanations or to make a contrast with a previous state ment (the emphasised information is in bold): All of the Redgrave family are gifted actors. But it is Vanessa who made the greatest impact in the world of feature films. '1 remember your uncle taking us to the fair. ' 'No, it was my father that took us there. '
cleft sentences have this structure form of be (+ not and/or adverb)
.
I
.-
+
emphasised word/phrase /-
---/-
+ thaUwllichlwho _ -
---
\
We use this pattern most often when we want to express our o p i n ion of something or somebody using a n adjective: '00 you think Jean and Bob are a bit cautious with their money ?' 'Cautious? What they are is downright stingy / '
3 4. 1 0 Other types of cleft sentence
fTsn'fTUSfl h i s outlandish sense of humour ITh at I ' m complai n i n g aboutl .
We can use this pattern to emphasise the subject or the o bject of a simple sentence, or an adverbial phrase. or a prepositional phrase: MiAe took Sally to tile party on Saturday.
emphasising the subject
It was Mike wllo took Sally to the party on Saturday.
emphasising the object
It was Sally (that) Mike took to the party on Saturday.
emphasising the adverbial
It was on Saturday (that) Mike took Sally to the porty.
emphasising the prepositional phrase
It was to the party (that) Mike took Sally on Saturday.
In i nformal English we can use when and where clauses, but we do not use how or why: It was in January when I got the test results. )( It wfJs-gFeed-why,he,did ·it,
I t 's in Green Street market where we 'll find the best bargains.
v' It was because of greed that he did it. cal!'ulotor /Jaw he does it. v' It is by using a calculator that he does it. o We cannot use it clefts to highlight the action or a verb complement in a sentence. We use wh- clefts (II>- 34. 1 C) to d o this: )( It is using a
)( It-is- totfJ/lY- /;//lSeF/;/pulotls".£/JfJHhey Tire.
)( It was taking Solly to Nleparty t/1Qt Mike did,
320
v' What Mike did was take Solly . .
v' What they are is unscrupulous.
We can use wh- clauses with when . where, why a n d who to highlight a perso n , a place, a time and a reason . but we usuaJly use a n i ntroductory n o u n phrase ( u nderlined below), The wll- clause acts l i ke a n ordinary rel ative clause: )( Who·wefergot-,to invite,wfJs- lan, v' The one (who] we forgot to invite was lall.
person place time reason
clause
sentence
..'
�..... " What Jean and Bob are is stingy '
( n ormal sentence: single clause, one verb)
[��l:"a ne@ liii0 llOs made tile greatest impactI.
+ It
I
-. What the new members IlOve done is taken their seats in the assembly.
Vanessa lias made tile greatest impact.
It
.,.-'____-__
J
If the highlighted verb is i n the continuous or perfect, the form of do matches it:
'Cleft ' means divided. I n a cleft sentence, information w h i c h c o u l d b e given i n o n e cla use is divided into two parts, each with its own verb:
it + a
\
In these sentences what means the thing(s) that. The wh- clause m ust contain a verb. To highlight the action we use a form of do i n the wll- cla use. The high lighted phrase usualJy contains a bare i nfinitive (example above) o r to + infi n itive:
CLEFT S E NTE N C E S
34 . 1 B it cleft sentences
\
[What Mike didI was Itake Sally to the partyl .
We often emphasise a partic ular part of a sentence, perhaps to contradict what someone else 11as said or for dramatic effect . In speech we can do this with stre ss a nd i n tonation alone. but we can also d o this by changing the position of elements in a sentence in speech a n d in writing. I n this unit we look at the ways we can manip ulat e grammar to em phasise something, by splitting one sentence into two parts (cleft sentences) or by bringing the element we want to emphasise to the begin ning (front ing) .
34. 1 A Form a n d use
We can use tilis pattern to highlight the action in a sentence. For example, if we want to highlight M i ke 's action of taking SaJly to the p a rty: wh- clause + a form of be + emphasised word or phrase
The The The The
guy who told me about the new club was Zack. house where I used to live is near here. day (when) we left was the saddest day of my life. reason (wilY) they never told me is they don 't trust me.
We can emphasise an item (described by a n o u n p h rase or a verb phrase) with the {onlyllast} thing or all: The thing I most disliked about the movie was the scene in the graveyard. The olliv thing we want is a chance to air our grievances. The last thing we did was pack the kettle.
All we 're asking for is to be given a chance.
We can also use the (only] thing with a negative verb: TIle only th ing we didn 't find was the key to the cel/ar.
The thing we won 't do is repair goods bought in other shops.
34. 1 E Reversed cleft sentences
We can reverse the order of the parts in wh- cleft sentences a n d put the e m phaSised part at the begin n ing: Taking Sandy to the match is wllOt the boys are doing, Zack was the guy WllO told me about the new club.
There is a form i n spoken English similar to a reversed cleft using this a n d that: We 110ve to get off here.
o We
--0
This is where we /love to get off.
Tl1ey told me the same thing. -. Tha t 's what they told me.
o n ly use reversed it clefts in a formal literary style. We put tile emphasised part before it: And thus Cezanne it was that took the first steps on the road to ImpreSSionism
321
3 4 . 2A Fronting objects and complements
FRO NTI N G
I NVERS I O N
I n spoken English we sometimes want t o make a strong contrast w i t h something in a previous statement. We can do this with objects and complements by 'fronting' the m (moving them to the front of the clause) . Wl1ich makes them more em phatic:
W e sometimes p u t a verb or verb phrase i n front o f t h e subject after adverbs o f place [e.g. on, in, here, there, outside, opposite} and adverbs of time (e.g. next. tilen , first, now, final/y) . We can lise a form of be or verbs of place and movement (e.g. stand. sit, lie, come, go , clim b , run , sail, fly) before the subject. We often lise this pattern to form a link with the information in the previous sentence. and it is common in formal English:
inversion
'She 's such a lovely person; so friendly and reliable. ' [ 'Slle may b e friendly but she isn 't reliable.
'J
-->
'Friendly she may be. but reliable
she isn 't! '
place adverbs + be or verbs of place/movement
We can also front demonstrative pronouns for emphasis: I disagree with that.
-+
Tha t I disagree with.
We can use fronting to help the flow of spoken or written information by putting tile known information at the begin n i ng of the sentence (the i nformation principle to Unit 36)
time adverbs + be or verbs of place/movement
mast of her time in tile drawing roam or the garden. The attic she rarely visited.
34.2B Fronting adjective p h rases; alsa and such
I'm afraid her proposals are no more feasible than are those James presented.
We also use inversion in certain fixed expression s . often with subju nctives (to 1 1 . 1 Cj:
The first band was dire. Much more exciting was Red Heat, the second group to
So be it.
34.38 Subject auxiliary inversion
Many of the monuments are truly awesome. Best of all is the Colosseum. The actors were a mixed bunch. Least inspiring of the lot was Pacino.
and
such :
Members of tile royal family attended the funeral. Also at the service were several ambassadors. They led a life of object poverty. Such is the fate of most illegitimate children in this province.
We can emphasise an adjective by USing clause:
so +
adjective
+
a form of be
+
subject
+
a
that
So intense was the ileat (that) the firefighters were unable to enter the building for two hours.
34.2C Fronting adverbials and infinitives; as and though
At the back of the house was an untidy gorden, much of whicll was token up by a
large and unkempt lawn. Standing in the corner of the garden was a massively overgrown silver birch tree wl1ich towered over the roof of the garage. Attached ta
the roof was an unsightly FM aerial. For years I have been writing to the President in the White House. To meet him is my
Battered though he was, he never lost his will to succeed.
Try as she might. she simply couldn 't
322
open the jam jar.
after adverbs with 'restrictive'/ negative meaning [e.g. hardly. scarcely. rarely, little, never) only +
time expression or prepositional phrase
(in) no way. at no time. under no circumstances . not + only/time
person or thing
expression/
Try as she might, she simply couldn't open the jam jar.
Little did we realise the tme extent of bis involvement. Never have I seen such a disturbing sight. Hardly had I arrived when 5uzy collared me, Only later did be manage to get permission.
Only with a great deal of effort was he able to escape. No way am I going to wear that!
(informal)
Under no circumstances can refunds be given. Not only is he late, he basn 't even brougl7t a present. Not since the sixties lias a pop group won such acclaim. Not a Single stone was left untumed in the search.
no sooner . . . than
No sooner had we set out than the skies opened.
clauses beginning with neither or nor
They have no intention of paying and neither have we.
clauses beginning with may which describe a strong wish
May he live to regret this decision!
also. such
He said he would arrive on time.
We can front verbs and adjectives using as and though :
We sometimes Pllt an auxiliary (do. have, should, can, etc . ) before the s u bject i n statements; t h e rest of the verb phrase fo llows t h e subject. W e use t h i s pattern o f inversion for emphasis i n t h e following cases:
after fronted comparisons, and so (� 34.28)
most fervent wish.
We can also front an infinitive form when it 'echoes' an earlier verb:
. ,. And arrive on time he did,
Long live the king!
on no account
We can put known information at the begi n n i ng of a sentence by putting adverbial p h rases describing position or place (e.g. At the bock of the house) . verbs of position and movement [e.g. stand, attach , lie) and to + infin itive forms i n the front pOSition, with inversion of the subject and verb be (to 34.3A) :
And he did (arrive on time).
came the turning point in the game as Ed scored.
Mr Slater is expecting a pay rise, as are several other salesmen in tile team.
play.
also
For the first hour tbe teams seemed evenly matched. Then
use inversion if the s u bject of the clause i s a p ronoun: Here comes the bus. J( Here €omes it, v' Here i t comes. We can also use inversion in as and than clauses in formal English:
When we want to start a sentence with known information or we want to make an emphatic comparison with information i n a previous sentence, we can use a comparative or su perlative p h rase at the begin n ing. We use a form of the verb be followed by the s u bject ( i nversion .. 34. 3A):
We can use a simi lar pattern with
On one wall there was a beautiful rambling rose. Opposite
stood an ancient oak tree over a charming wishing well.
Tbat was the final instalment. Next is the news.
4) We don't
The house was large and sprawling, with two wings and a dark attic. Hilary Spent
Here lies the body of our late lamented sovereign.
o Expressions with no .
We couldn 't face the customers and nor could tile boss.
The captain is refusing to play under these conditions
and so is the rest of the team.
not, etc. not listed above (e.g. no dOUbt) cannot be inverted: J( No-deubt,-wiIl-he-give-'lJs--tt, key, v' No doubt /Ie will give us a key. 4) We do not invert the subject and auxiliary after only if there is no time expression or prepositional p h rase i mmediately after' it: J( OnIy-E6n-meR-18eF.r-paFiHfler-e-. v' Only members can park there. v' Only on Sundays can members pork there . Note tllere are other uses of inversion : Negation Unit 6; Questions Ii> Unit 7 ; Reported speech � Unit 9 ; Conditionals II> U n it 1 0 .
323
P ra ct i c e
The key
to
these eWlcises is
on
poge .5 7 1
1
4 I ' m not questioning his dedication . isn't 5 These men are totally ruthless. ................... what 6 I used to live around the cornel'. ................... ............. the place 7 It was your next door neighbour who complained. ................ the one . . .. . . . . .. . 8 We i n herited everything except the house. . . . . . . . . . ..... . . . . .. only thing 9 You know the sales assistant told me exactly the same thing. . . .. . ......................... ......... . . . . . . . . . . . . . . . that's I want you to copy this down in your notebooks. 10 . to do ........................... .......... . 1 1 First of a l l we checked the i n s u ra nce details. first thing r i The climbers reached the peak at six o ' clock. was .......................... 1� We 're taking the au-pai r with us. doing ....... . .. . . . .. ... ...... ... ... . 1'4 Before leaving we switched off the power s upply. last thing ................... 1'5 They moved t o Andalucia because of the c l i mate. reason 16 The company has i mposed a ban on private e-mails. has done 17 The only thing we want is our money bac k. all . .. . . . . 1 8 Our boss told us the news. it 1 9 I want you to a ppreciate that it's not my fault. what 20 The introduction of sta m p duties led to the loss of the American colonies. that .. . . .. . . . . . .. . .... .. .
Read the information in the box then complete the replies. Each reply must contain a cleft sentence. The exercise begins with an example (0) . Nick turned up late for work 011 Monday because he got stuck in a traffic jam on the ring road. Luckily N ic k has a mobile phone so he was able to phone h i s boss and warn her that he would be late. She was furious but managed to resched ule a n im portant meeting for the afternoon .
. . . . .
2 3 4 5 6
7
8
. . . . . . . . . . .
.
. .
.
2 mo_�/
For each of the sentences below, write a new sentence as similar as possible in meaning to the original sentence, but using the words given in bold.
�
Sebastian left the job because of the lon � worki hours. why Ti(�.yfM/'fv. w.f!y. .f.ePMti.10.: !�fr �F� U'fl:f. tfo.:e:. klJ.j. We have to wait here. this 2 We just need five m i n utes to fix it. all 3 Jenn ifer started the strike. person . .
324
. . .
. . . . .
. . .
. . .
. .
.
.
o
. . . . .
.
' Di d n ' t the boss turn up late on Monday?' ' N o , it . . !l'JM.N.idY. wJ:w. .nmr&i'? Hf.: . . late o n Monday. ' ' N ic k was late because he overslept, was n 't he? ' .. . . . that he was late . ' ' N o , it . ' How o n earth d i d N i ck let t h e boss know he'd b e late? ' . . . . . . . . . . call her from his mobile phone . ' 'Well. what . 'Wasn't N ick late o n Wednesday?' . . that he was late. ' 'No, . . . ' N ick's boss had to start the meeting without h i m , d i d n ' t she?' . . . . the afternoon . ' ............... 'No, what she . ' Didn't N ick get stuck i n a traffic jam i n the town centre?' . . . . got stuc k . ' ' N o . not the town centre; it . ' D i d n ' t the b o s s have t o reschedule t h a t meeting because t h e client d i d n ' t t u r n u p? ' . . . . . . . . . . had to resc hedule t h e meeting. ' 'No, it ' Nick rang the boss t o give her the sales figures, didn't he?' . . . that h e rang her. ' 'No. it . . . I heard the boss was a little annoyed witll N i c k for being late. .I' 'No. she wasn't " a little a n n oyed" What . . . ... . .
.
.
.
o
. .
. .
�d;.0j fr.p1Y..�. .
. .
. . . . . .
.
. .
.
.
.
.
. .
.
. . . . .
. .
. . . . . . . . . . . . . . . . . .
.
. . .
. . .
. .
.
. . .
. . . .
. . . .
. . . . . . . . . . . . . . .
. . . .
.
.
. . . . . . . . . . . . . . . .
. . . . . .. . . . . . . . . . . . . .
. . .
.
.
.
.
.
. .
. . . . .
.
. . . . . .
. . .
Make these sentences more emphatic by 'fronting' part of them. Do not use any additional words. o I can't stand hypocrisy. H.Yf.O.C(toy. .UAJ..1t: tft.ilJ14L
Though he was exhausted , he managed to reach the fi nishing l i n e . My l i fe's a m bition is t o m a k e t h e pilgrimage to Mecca. The ninth symphony is his most sublime work. I really can't accept that proposal. An enormous gold Buddha was placed on the altar. The Cresta 'R u n i s m uch more challenging for tile dedicated skier. Several sharp criticisms of m i n isterial conduct were also included in the report. . 8 An old man was lying in the shop doorway. 9 I t proved i m possible to get to the bottom of the mystery. \0 The pilot couldn't regain control because the damage was so severe. 2 3 4 5 6 7
32�
4
34. 3
.
,
In twelve of the following sentences there are mistakes with word order and missing a Uxiliarie� Tick (v ) the correct sentences and then find the mistakes and correct them.
•
1 2 3 4 5
6
7 8 9 10 1 1 12 13 14 15
16
17 18 19 20
They're going to complain about this and so are we. Little we knew the full extent of his involvement i n the frau d . Tile s a l e s director i s resigning a n d so most of the marketing team are. I tried to get there by nine, o n ly was there a traffic jam o n the motorway. Over there stood the three-metre ta l l statue of len i n . Th e e mbassy refuses to intervene. Wel l , so i t be. Tomorrow the first day is of the rest of your life . long l ive t h e glorious republic' N o way is the boss treating m e l i ke that and getting away with it' U nder no c i rc umstances latecomers will be adm itted to the auditori u m . Armando a n d Josepha are q uite destitute a n d SUCll the condition is of m a n y of the refugees. Now the t i m e is for wise investors to think seriously about buying Treasury Bonds. Rarel y had we encountered such friendly and positive attitudes. Oh look - here comes the procession at last. Not since Kubrick's 200 I a director has made such a n inteilectually chall enging sci-fi movie. The governm e nt's proposals are u n realistic, as those are of the opposition. O p posite this house ran the old city walls. Only with t h e greatest of luck h e managed to escape from t h e rising flood waters. May J o h n a n d Carol have a long and happy l ife together. No d o u bt d i d n ' t h e realise the consequences of Ilis actions.
5 rJD1_�
o o o o o o o o o o EJ o o o o o o o o o
Rewrite the replies in these mini-dialogues to make them more emphatic by using suitable structures (cleft sentences, fronting or inversion) to emphasise the underlined items . The exercise begins with two examples (0) and (00). o 'That dress lOOks expensive.' . . . N{!J. .itUfr.*.[!tMf.tIw. (f"(r.4;.*�.f':¢?N.��� . . ' No , the � were expensive, not the dress. ' 0 0 ' Did Darren Ilel p y o u with t h e decorating?' . . . ttl!t:. f:Ii4.. it:4-ff.. : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ' No , Ile d i d the wallpapering, noth i ng else. ' . . .'t:I.l!, .t:Iu..q .t:lf.i.'�. .�.dU.I:I!M. t:h.k 'Jerry says Liz is going to q u it h e r job at the bank . ' . . . . .w({«�nJ:tj..'. . . . . . . . . . . . . . . . . . . . . . . . . . ' I find .tlli!..t really Ilard to believe . ' ................................... 2 'You look as though you 're destroying that rose bush . ' ' N o , I ' m j ust c utting off the dead flower head s . ' 3 ' Are y o u sure you brougllt everytil i ng with you?' 'We left the persona l stereo behind, .tlli!ts...s!ll . ' 4 'Didn't you own a Volkswagen Golf once?' 'No, my brother owned one . ' 5 ' He said t h e speech would shake them u p a bit. ' ... . .........,... 'And it certai n ly d i d shake them up. ' 6 'I thought the car chase and the scene in the airport were brilliant. ' ' B u t the explosion o n the jumbo jet was best of al l . ' . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 ' I t h i n k we should try to give them first aid . ' ' No , w e �Q.lJ!� for the a m bu l ance to arrive . ' 8 ' S o what was s o awful about the view from your hotel room?' ' We l l , a IlUge electricity pylon was �..righL outside t h e bedroom window . '
ff.If
126
'You 've always wanted to buy a cottage in the country, haven't you?' 'Yes, m y greatest a mbition has always been tQ own a cottage . ' . 'You're all leaving o n Saturday. aren't you?' .. ' No, we're going on Friday . ' ALL
-
.
have been changed a n d underlined. In th e following magazine article ten emphatic sentences the clues in brackets. The first one using form emphatic original their n i sentences the write Re bas been done as a n example (0) .
RAP JUMP ING? t;,'N O WAY, JOSE!
I'm quite sporty and I love a n�w challenge, especially if it's a little bit risky. I often try out new things with my friends Tony and Bruce. (0) In.1ruj IDl.Jcetold meabout his new hobby - rap jumping. (1) I've donebungeejumpingbefore - that's the ; I.lport where you jump off a crane or bridge with your feet attacl1ed to a long length of elastic - so I had some idea what he was talking about. Bruce promised me that (2) raPjumping wasmore
'. exciting anda lotmore dangerousthan bungee i.Y!IlD1Da, and (3) hedidn'ttell metoo muchabout ' ittokeepme insusoense. So of course I was
' . dying it gIve it a· go.
. (4) ButTonyactuallytook me.formyfirstraPjump. (5) He'sthe real daredevil. We went to the top of this tall building which had a sort of gantry overhanging the edge. (6) I could see a rope ',' .' ,and ahamess hangjng fromthegantry. 'Oh, I understand,' 1 said to Tony, 'I get into the harness and then lean back over the edge and lower myself down - It's like abseiling.' 'No, no,' said Tony, '(7). You leanforward andwalk down: I began to feel a little sick. I don't normally suffer from a fear of heights because I avoid It by looking up or sideways, (8) I can't cope with seeingtheground. The idea of going over the edge facing downwards was just too much for me. '(9) I'm not doingthat: I announced. Well, would you have done it?
o (it) I (fronting) 2 (not only) 3 (fronting) 4 (it) 5 (the one) 6 (01/) 7 (What) 8 (It's) 9 (No way)
327
As p e cts of c o h e s i o n Both spoke n and writte n Englis h use certai n device s to keep the meani ng clea r and express it more econo micall y. These devic to es includ e ways of avoid ing repet ition , either by choos ing altern ative (and usuall y shorte r) words and phras es or by missi ng out words , phrases or clause s. This unit looks at what can be omitte d and which words il lId phras es can be used to subst itute for other s. I n the exam ples in this unit, bol d showS substi tute words , and shadin g i n dicate s words which have been replac ed by substi tution . We use < > to show omitte d words .
35. 1 A S ubstit ution and ellipsis
TYPES OF TEXT REFERENCE S u bstitu tion and e ll ipsis are both device s for avoid ing the u n necessary repet ition of words or p h rases i n speec h or writin g, Subst itution consis ts of replac ing one word or p h rase with anoth er. This is a senten ce witho ut subst itution :
Labour voted for the proposals and the Liberals voted for
Here is the same senten ce with substi tution :
Labour voted for the proposals and the Liberals did too.
the proposals too.
I n ellipsi s, we leave out words or phras es altoge ther:
Mike left at about the same time as Jane < left>.
We can leave out or replac e nouns , verbs and entire clause s. Tile follow ing examp le uses a prono un to substi tute for resort s, and leaves out the verb p hrase it is fO(lnd:
35, 1 B
Using substi tution and ellipsi s
{The best skiing is found not at big resorts but it is found at small resorts.] Tile best skiing is found not at big resorts but at small anes. Verbs and verb phrase s are often replac ed by a form of liary do: 'HadlJ 't we better look into the interest rates first?' 'It 'stheOK.auxi I've already dane it. '
We usuall y replac e or omit words or phrase s which have previo usly been mentio ned:
The managers in our company have often adopted production processes which give rise to unsatisfying jobs because it is cheaper for them to do so. I t is clear that them refers to We manag ers and do so refers to the phrase have often adopted production processes which give rise to unsatisfying jobs. Referring back in a text to a previo usly mentio ned item is known as 'anaph oric nce ' : The Museum:S lifelike new dinosaur will surely enhance itsrefere status amongst children We can use substi tution to refer to
items mentio ned furthe r back than i n the same sente nce, as long as there is no ambig uity:
She had a vast collection of antique clocks, which she kept in a small room devoted to her hobby. While most of them dated from the Victor ones which dated back to the early 19th century. ian era, she had a few smaller It is clear that them and ones relate to clocks , as there i s no other plural noun in the conte xt
to which they could refer. We avoid substi tution and ellipsis if t here is a possib le am biguity, as below , where there are two plural nouns in the first senten ce:
She had a vast collection of antique clocks and an equally large collection of Victorian dolls. {She had quite a few from the Victorian era but also some smaller ones from the early 19th century. ] Here, we don 't know wheth er a few and ones refer to clocks or dolls or to both. It is also possib
le to use a subst itute word to refer to some thing later i n the sente nce. This has the effect of creati ng a n atmos phere of suspe nse and is often used i n drama tic or l iterar y langu age. This is know n as ' catap horic refere nce ' :
28
Its eyes glinting like steel and its moutll salivating, the preda tor prepared to strike.
S U B STITUTIO N
T h e most cOlll mon substitutes for nouns o r n o u n phrases are pron ouns ( I>- U n it s u c h as persona I P ronouns (subj' ect " object possessive or reflex ive .. 27. 1 A ) : . .
27),
John came 111. ta the "'OOIT) . He was wearing a ligilt blue Silk SUIt.. ." independent of each otller. . While Ben "s por'/tiCS Ben and AI'Ice were re'reshingly /, were far to the left, Alice made it known that hers were centre ngM. We can use the pronouns 0ne/ones (to refer to slngularlplural countable nouns) after adjectives or demonstratives ( ... 2 7 , 1 G ) : I'd like a sweet sherry please and John would like a dry one. Davis appeared in numerous major films but practlcolly no great ones. Which colour would you prefer for the bothroom suite, this one or that one ? We don't use one for u n countable nouns; instead, we omit t h e n o u n : flj- tH)Y husband prefers·. We can also use the demonstrative pronou n s (... 28,2B) wi � hout one/one : Which colour would you prefer for the bathroom SUite, thiS one or that.� n It is possible to respe�t bO� :::�� ���::�n ���: s� �i��0:������:�,P:7:;me , all , It is also pOSSible to rep ace each, none, either, neither, botll, other, a few, enough ( " 28 ' 3B) . The boys went out nigM after nigM alld some did not return. . Tile doctor suggested I should try aspirin or ibuprofen, but neither worked. 35,2B We can use a form of do to avoid repeating a present or past simple verb: At tile time they lived very near to where I did. Substitution of a verb or Using a form �f do is particularly cOlll mon i n comparison clauses: She doesn 't know any more than I do, verb ph rase He doesn 't help as much as she does. with do ' . We also use do to avoid repeating t h e m a i n verb III coordinate clauses.. Mary sent him a text .message and I did too. . . ,t either. Dad never learnt a foreign language and Mum dldn With coordinate clau ses where the act i o n is the sa me in both , as above, we can also use the i nverted pattern so/neither + do/does/did + s u bje � t (II> 34.3B)
She really enjoyed the thrill of the open road, and so d/� her ll,us nd . Dad never learnt tO SPe k any other languages alld neither dId t;:um. We use the same pat te r ll � i t h so ' IlOt either and �either/nor to agree wittl the speaker in short answers: 'I saw Jane yesterday,
' 'Oh, yes, so did I. ' ' , " ' ,t have enodugh moneY ' 'Neither/Nor did I. "I I dldn ,I dldn t either, : We can omit do a n use t h e o bj ect prono u n . usually with too, neither, 110r, i n
informal
speech:
'I saw Jane yesterday. . 'Me, too!' , 'Julian was at the meeting about We new road sclleme yesterday. 'w1m too.? ' 'I didn't want to go. ' 'Me neither. '/'Nor me. 35,2C We can often use da. soI'It/that to replace a verb phrase W ll i c h describes a single , . /tl10t: S u bstitution specific action. I n thiS use , da so t e nds to be more formal than d0 It of a verb or Margaret had been trying to pluck up th e courage to confront her son abo(lt the 'ust about to do solit when the doorbell rang. verb phrase m e a s with we �;U �;y �:e ;; :/���t (and not da so) when the subject of the verb changes: I was unable to contact the barrister about the court appearance. do solit/thot [Can the clerk do so tomOl.row.7] V Can We clerk do. Itlthat tomorrow.7 4) We use t/Jat (and not It) to emphasise an act: o n . In tillS, use, we stress tllat·. 'Why don't you j(lst lie to him?' 'Oh , I couldn t do that'
329
We prefer to use do so (and not do iUtlJOt) when we are referrin g to a n activi ty rat her than a single , specific action : Anyone wishing to interrupt with questions should feel free to do so. When you want to get fit, you should only do so within a planned exercise programme. We do not usually use do so/it/that to replace verbs which refer to events outSide Olll' control, e . g. believe , lose, forget. We use do only: Michael still believes fiercely that no one Is evil - just as he did when he was you nge,.,
S u bstitution of a clause
Must go now It's getting late.
35.38
Slle told me not to forget the cake in the oven, but I did.
)( ' ·/ -think· not--; '
v"
We can often omit a verb to avoid repeating it: She attracts the attention o f the local yobbos a n d he < attracts > the suspicions o f the villagers.
We use verbs l i ke expect/think/imagine/believe witll so to express an opinion , belief or i ntention, without repeating the preceding statement or questio n . We usually try to avoid using the same verb in the answe r : 'Do you th ink WAP phones will ever c.atch on ? ' ( ' I tIlink s o . 'J 'I expect so . ' 'I wonder if privatising the post pffice will m<;lJse tf)e.po�tal ,servi{:e llJore efficien�. ' . 'I hope so! '/'1 don't believe so, myself. ' o We do not lise a that clause after so: 'Do you know if Joh n is coming this evening ? ' )( �lthink·so (that-) he ·is. ' v'" I think so. '/ '/ think (that) h e is. To express a negative response, we tend to make the verb negative a nd use so : 'Are you coming to the party tomorrow?'
'Is your brother coming with us?' '< 1 > Hope not! '
Generally we do not omit the auxiliary or modal. Look at this table:
•
I always said you'd lase that mobile phone and now you have done!
35.2D
We can omit subject pronouns at the beginning of short sentences i n casual English:
form
change
example
present/past simple verb
omit main verb in and clauses
I like Johll ancl he < likes > me.
auxiliary verb
omit main verb
He was looking for a job, or at least. he said he was < lookin9 for one>. 'Have you seen my glasses ? ' 'Yes. / have < seen them >. They 're here. '
+
main
modal + main verb com pound verb forms
'I don't think so. '
omit main verb omit second/third auxiliary or only the main verb
It is possible, though archaic, to use these verbs with not to respond in the negative. It is sti l l sometimes used i n a formal context: ' Was the document countersigned by two witnesses ?' 'I believe not '
'Do you tllink it 'll rain ? '
v"
'
introduce a new modal i n order to add i n terpretation (in this case deduction) but still not repeat the main verb:
)(
'Has Mary arrived yet?' 'She must have . There's her coat. '
We also omit verbs in comparison clauses as in the table above, but it is possible i n comparison clauses to o m i t auxiliary and modal verbs as well i n t h e s ubord i nate clause:
Many of the latest models have been recalled because ofa fci!l/t iri the steetiilg. This . . 110S caused embarrassment to the manufacturers.
You look older than my mother < does >.
'He really doesn't know what he's ta7king aboutf ' '011. why do you say that?'
House prices have dropped much less than share prices < have done >/have < done>. Most European teams can now play more interesting football tllOn the British teams < can
We substitute if and whether clauses with if so (affi rmative) and if not ( n egative): Can YOtl check whether that contract has arrived and, if so , send it out to Mr Andrews? He asked the guests if they wanted all evening meal, and if not, whether he could
35.3A
Oll l itting a noun/ pronoun
We often omit nouns or pronouns i n the second of two coordinate clauses (.. Lucy went up to the bar and < sh e > asked for a coffee.
30.3A):
We were totally exhausted but < we > felt satisfied with our day 's work.
I n casual spoken English we can also omit and when the subject is the same: Sandy was feeling really bored. < and he> didn 't know wllOt to do with aft the extra
o We
time he 'd now got.
do not leave out pronouns i n subordinate clauses
(I» 30.38):
At flight s/le was s o tirecl that s h e fell asleep a s soon a s she got into bed.
play >/can < play >.
I 've been working here longer tllOfI you < have been doing >lhave < been doing >/have
o I f the comparison clause been < cloing >.
bring them sandwiches in their rooms.
ELL I P S I S
'COUldn't anybody have been warned about the problem?' 'Yes, the captain could < have been warned >/ could have < been warned >/could have been . '
Since tile divorce I 've lived in London and m y husband < has lived> in Cambridge.
/ 'm certain of it. '
We can use so at the begi n n i n g of a short answer when we agree to a statement with a certain amount of surprise: Tlley 've put a new statue in fron t of the palace. . '50 they hove l ' o Be careful n o t t o confuse this use with S o did I or I did s o ( II> 35.28, Cl.
can < speak
o We can
'I deubt se,· , v" 'I doubt It. ' We use the pronouns it, this or that to refer back to a previous clause: I forgot his birthday again and he was really upset about ir, (= forgetting his birthday) )( 'l'm..cert{1in ef-so, '
speak Spanish and Mary
Spanish > too.
I n coordinate clauses w h e r e the second clause i s very s i m i l a r i n pattern t o the first, we leave out the auxiliary as well:
An exception to this is hope. We do not use the not . . so pattern but use hope not: 'It 's goillg to rain " )( 'Oh, ! fien:t·hope soF v" 'I hope not ' o We do not use so or not after expressions of certainty or doubt. We prefer to use it: 'Do you think interest rates will go down tIlis month ? '
I con
begins with a pronoun and we o m i t the verb phrase completely, we use a n object pronoun rather than a subject pronoun (Ii> 27. 1 D):
35.3C
Omitting
You look older than she does. -, You look older than lIer.
We can omit an infinitive phrase when the meaning is clear: realised she WOUldn 't be able to < complete it >.
Geri had intended to complete tile degree after the birth of her child, but she soon
After most verbs which are followed by to + i nfinitive, sLich as ask, forget, promise and want and would like i n if o r wh- clauses, we can omit to: He didn 't win the competition even though he had expected to < win it >.
'You don't have to take the children to the cinema, you know. ' 'But I promised < to >. ' 'Shal/ we go to the cinema tonigllt? ' 'Yes. if you want < to >. '
I n q u estions and e mbedded q u estions, we often use the q uestion word only a n d o m it the clause: 'Dr Angelo said he was going
0/1
a call this afternoon. '
'Did he say where < he was going > ? ' 'No, he didn't say wllere. '
331
P ra ct i c e
SOPHI E
Tile key to these exeroses is on /Jage 372.
JENNA
SOPHIE
1
. . I did! Perhaps I ' l l pop in to the shop at the weekend a n d see what they've Oh. ( 1 1 ) . got. Wel l . if you ( 1 2) . . . .. , give me a ring first. I 've got some discount vouchers for ten per cent off and I can let you have ( 1 3) . ( 1 4) . . . . . . . . . . ' s really nice of you. OK. I ' l l call you Saturday morn i ng if I decide to go there a n d . if ( 1 5) . . . . . . . . . , I ' l l see y o u at t h e conference.
There are several substitute words in this text, in italics. Find the word or phrase that each one refers to a n d write it below. The exercise begins with an example (0). The clock on the platform was showing midnight as the train drew in. M i riam checked (0) her ticket against the sign on the window, opened the door to Coach H. climbed in and shut ( 1 ) it gently behind her. The tra i n was already reach i ng (2) its highest speed . thundering across country towards Warsaw, when M i ri a m dropped ( 3 ) her bags in the correct compartment. She thougllt briefly of the few kilometres already behind her and (4) the many ahead, then she bent to her bags. She l ifted the two small (5) ones onto the overhead rack, but the large one was a diffe rent matter. so she pulled (6) it close to her seat and sat down . Alone in the carriage. she contemplated her future. She hadn't expected (7) this so 50011, but the job opportunity in Warsaw had come u p u n expectedly. She'd always wanted to return to the city of her b i rth and (8) that of her parents, but hadn't thought she would (9) do it within two weeks of leaving col lege. At first she had discounted the job, so far away from home, and her parents had ( 1 0) done so too, but they had all spoken to her prospective e m ployers at length on the phone, after ( 1 1 ) which all ( 1 2 ) their concerns were laid to rest. M iriam closed her eyes and allowed the rhythm of the speeding tra i n to l u l l her to sleep.
o 1 2 3 4
her = it = its = Iler = tile many
5 ones = 6 it = 7 this = 8 that = =
9 10 11 12
do it = done so which = their =
=
SOPHIE JENNA
JE N N A
SOPHIE
SOPHIE JENNA
J EN NA
SOPHIE
SOPHIE JENNA
SOPHIE JENNA
332
I told the students they could either take the exam in J u n e or they could take it i n December. 2 We can go to the theatre tonight if you want to go to the theatre. 3 The cllildren were delighted with the Christmas lights and they wanted to see them turned on aga i n . 4 Even though it i s possible t o go s k i i n g i n Scotla n d . the British have always b e e n worse skiers than most Europeans have been. . 5 'Why hasn't tile new shopping centre been opened yet?, ' But i t has been opened . ' 6 'Will J u l ie b e going t o t h e club's New Year's party this year?' ' 1 think s h e gets back from Iloliday o n 30th December. s o she could b e goi n g . ' 7 ' I s t h e n e w restaurant i n t h e H i g h Street open on S unday evenings?' ' I don't know. I t m i g h t be open on S unday evenings. The old one was open o n S u nday eve n i ngs. ' 8 We haven 't earned any money this summer. I really expected u s t o earn some. 9 The young woman plays the violin and her brother plays the cello. 10 He told me that h e was going to leave his wife and I asked him why he was going to leave her. 1 1 Baxter's sick tonight, which is unfortunate as he can play better than all the others can. 1 2 We thought that the old woman had been looking after the house, but she can 't have been looking after it as she was in hospital at the time.
.
Complete this dialogue with the correct substitute words. (There may be more than one possibility. ) JENNA
Cross out the words i n these sentences that can be omitted. Cross out as many words as you can.
Have you seen the new clothes shop i n the High Street? The ( 1 ) . . . . . . . . opposite the station. you mean? Yes, that's right. I went in ( 2 ) . . . . . . . . . . yesterday. It's fantastic! It's fu ll of designer seconds and (3) . .. . . . of them are from really famous fa sh ion designers. Which (4) . . . . . . . . ? O h . people l i ke N i cole Farhi . Wowl I love (5) . . .. . . . ! But you said seconds. Is there anything wrong with the clothes? I couldn't find anything wrong with them. I don't know why these clothes are called seconds sometimes. No. (6) . . . . . . . . . . . Did you buy anything? No, not yesterday. I tried on a really nice dress but it was a bit tight, so I ' m going to lose a bit of weight first. You ' re always saying (7) . . . . . . . . 1 Anyway, I said I 'd give up smoking last yea r I know. but this time I ' m really going to (8) . . . and I (9) . . . . . Oh , I nearly forgot. Are you going to the conference next week? I expect ( 1 0) . I don't think I can get out of it. Didn't you say you wanted to get a new suit before the next conference?
Read the following text about the I n uit system of adoption, then complete these two tasks:
A Mark three more omissions with /.. and write tile om itted words. The first om ission is given as an example (0). B Underline eleven more substitute words, then write the words they replace. The first substitution is given as a n example (00). o 00 1 2 3 4 5 6 7 8 9 10 11
The Inuit system of child adoption, although /"archaic, appears m uch more h umane than our � i n the so-called civilised world. where childless couples must apply through faceless agencies for the opportunity to adopt. They must undergo a series of intrusive interviews and examinations and. if successful , will then be put o n a waiting list for an unspecified period of time. An I nuit couple wanting to adopt simply makes it known and soon enough they will receive a call from a woman who is prepared to give up her child. This may be because she already has too many children and does not want another one, or the call may come from a relative or friend who wishes to help someone less fortunate than themselves. Traditionally, the couple would be asked if they would like the child and, if so, a simple handover would take place. Today, however, this has been replaced by bureaucracy i n the form of civil registration , although the tradition itself has not. I t survives even at the end of the twentieth century.
it is
{},stei4{
333
In each of these pairs or groups of sentences , at least one of the choices is correct, and two or three may be. Tick the correct ones. A B
He j u st came in and h e sat down without even saying hello. He just came i n and sat down without even saying hello.
2 How about packing u p now and hitting the beach tor an hour?
A B C
Uh no, I don't really want. U h n o , don't really want to. U h no, I don't really want to.
3 Did you know that you r son hasn 't been to school for over a week, M r Greene? A B ut that's i m possible! He m u stl B But that's i m possiblel He m u st have! C But that's i mpossible! H e must have been I 4
A You play the piano much better than the usual pianist. B You play the piano m uc h better than the usual pianist plays. C You play the piano much better than the usual pianist does.
5 I 've decided to resign from the drama gro u p .
A Why? B Why have you decided? C Why have you decided to do that?
6
ALL
..
Read the text below and think of the word which best fits each space ( 1 - 1 8). Use only one word in each space. In some cases you do not need to add a word at all (write '-' in these spaces). There are two examples at the beginning (0) and (00) .
o o
Have you ever sent an e-mail to a friend from
o o o
work? Or have you sent a joke one
(0) . ....:: .. to. a colleague on the office compu ter ? Well, think again. (00) . . .. . . T.h.i!i. . .. is exactly what Rupert Beverly and Davi d Pennington ( 1 ) . . . .. . . . . . . and now they w ish they hadn't (2) . . . . . . . . . . ! They were sacked
o o o
from an engineering company in the north of England for doing just
o o o
(3) .... : .. . . .
.
Hang on - you may think - this is one
small company in the UK. But (4) . . . . . . . . ..
happens not only i n less-regulated small companies but in large multinational
o o o
(5) . . . . . . . . . . too . Ei gh t sales staff at Cable and (6) . . . . . . . . . . j obs
7 We love going to the Greek islands but we try to avoid . . . A the ones that attract the jet set. B the that attract the jet set. C those that attract the jet set.
o o o
offence to download this,
my American friends expected t h e i r t e a m to win most o f t h e track medais . a n d we d i d too. and we did it too. and we did so too.
1 0 Look! Jason can walk on his own l A O h , so he canl B O h , so can hel
workers agreed that perhaps it could
(7) . . . . . . . . . . , they insist that (8) . . . . . . . . . . wasn ' t
pornography. as they knew it w a s a sackable Regulations governing this area vary from country to country: at present the law in the USAallows companies to monitor staff
multinational ( 1 0)
.......... based there is
taking advantage of the U K regulations by
sending all e-mails to the UK to be monitored.
Civil rights organ i sations are concerned that moni tori ng e-mails infringes personal l iberty and tha t it also undermines trust in the working environment. ( I I ) . . . . . . . . .. want management to intercept and m on itor
( l2) ..........
ALL
'Y
neces s ary, a n d
to be able to pro ve that ( 1 3) .......... was
( 14) . . . . . .. . . .
And what of Rupert and David? We l l .
( 1 5) . . . .. . . . . .
.
claim for unfair dismissal was
rejected : the tribunal found that tllC co mpany
was within ( 16) . . . . . . . . . . rights to s ack employees for sending joke e mails and al so , more worryi ng l y. ( 1 7) . . . . ... . .. for the ti me -
wasted in
( 1 8)
,
.......... it. Wutch out, Big
Brotller rea l l y is watching you now ! .\\
'
Read this text which has repetition. Correct to improve the style. using substitutio n and ellipSis.
o o o o o
e mpl oyee s ' personal e-mail, but at least one
indeed necessary to do
o o
9 All A B C
however. the law does not allow 'spying' on
Management claimed that it could have been construed as offensi ve, and while tlle sacked
7
not s o strict. i t looks as though it
e-mails only when
after a complaint about an e-mail.
o o o
currently
will follow the US model. In Germany.
Wireless have recently l os t
6 Barbara takes in stray dogs and cats, but she's m uch fonder of cats. A She considers them far too obseq uious. B S h e considers dogs far too obseq uious.
a Aduits often l i ke hot, spicy food, whereas . A c h i ldren usually prefer m i l d food. B children usually prefer m i l d . C children usually prefer m i l d o n e .
e-mails and while (9) .. . . . ..... i n the U K i s
J
Most people enjoy listening to music but few people realise the important �and largely positive effects listening to music can have on us. We know that certain types of music are used ro influence our emotions and influence our behaviour. For example, airlines llse soothing music before a flight to relax passengers, especial ly passengers who may feel nervous abour fly i n g . You
may have noticed how shops often play fast, rousing music ( i f you haven't noticed, YOli probably shop at the more old-fashioned type of store) - playing fast and rousing Illusic tends to make us feel happier and Illore likely to spend money!
Music is also being used now a s a psychiatric thera py. It seems to be particularly useful for eating disorders :md addictions, but it is also useful for s ufferers of post-traulll a tic stress syndrome. People attending group therapy sessions are invited to bring along their favourite tracks. Not everyone does, bur the people who bring them along p l a y them for the group. Playing : them for the group creates a sense of belonging, as well as creating a more relaxed atmosphere for
·34
the the ra py sess i o n .
----.._----------
335
o But the
information principle i s more important i n text than the end-weight principle, so we can put a heavy clause at the begin n i n g of a sentence if it contains fam iliar
F e a t u re s of d i s co u rs e
information l i n ki n g i t to the preceding text: London has many public parks and squares which date from previous centuries. The
There are several prinCiples and conventions which we follow in discourse (texts or conversations), This u n i t looks at how we organise i nformation when we speak or writ a n d the i m p lications of this for word order, grammar and vocabulary, The u n it goes 0: to describe other discourse features such as the use of l i n king words between sentences, stylistic devices and the choice of words appropriate to their context of use,
elegant classical squares which were originally laid out by aristocratic developers
36. 1 C Focus
Tile information principle
If we want to put the focus on an item that does n 't naturally come at the beginning or end of the sentence (e,g, Lucy) we have to manipulate the gra m ma r to bring the item to the front focus position . We call this 'fro nting' (.. 34,2), For exa l11ple, we can use cleft sentences (I> 34, 1 ):
When speaking i n English we usually sequence words so that we move from somet hing known (already mentioned or obvious from the context) at the begi n ning of the sentence to something new at the end: (in these examples, known information is u nderlined, new information is i n bold)
It was Lucy that Jim invited to the nightclub.
Lucy was the girl that Jim invited to the nightclub,
information obvious from the context
'Do
t IJQ!1
Similarly, we can give focus to something by moving it i nto the end focus pOSition:
new information �
36, 1 D
know where John is7'
------ .�
!;
, Contrast and emphasis
i 1 the garden . ' 'He ';
\
i n formation
�.
�
Notice how the pronoun He refers back to John ; this kind of economic use of language is called 'collesioll' (... U n it 35). W h e n writing i n English w e usually organise t h e information i n t h e same way ttlat w e do in speaking. Starting sentences with information which relates back to something already mentioned helps tile text to 'flow' more smoothly and makes it easier for the reader to u n derstand it: Another striking feature of the capital's squares and parks are the plane trees.
I
l21an� can reach
':-
maPI
11
\� .. "ution.
36, 1 B
The end-weight principle
11N
35 metres in height and has leaves similar to those of the �
has a vigorous and robust habit and is highly resistant to cold and air
reat::re
..----Y
--------. � We do not usually put new information at the begin n i ng (but These
The girl tllOt Jim invited t o the nightclub w a s Lucy,
We sometimes need to break the pri nciples of word order to create effects of e mphasis a nd contrast, Because word order i n English is usually fixed, we can el11 phasise something by 111 0 ving i t to a n u nfam i l ia r position, We often do this with adverbial expressions ( .. 34,2C), objects and complel11 e nts (I> 34,2A) , and that and to infin itive phrases
new inf rmation
already mentioned
(
I n English we can show Which part of a sentence or clause contains the most i m portant point or 'focLis' by moving the i mportant point to the beginning or end of the sentence _ these are the two positions which appear m o st i m portant to a reader or listener. In this example Jim and nightclub are the focus - they seem the most i m portant issues: Jim invited Lucy to the nightclub.
O R D E R I N G I N FORMATION
36, l A
in the eighteenth century are a striking feature of the cellfral areas of the capital.
s make i1. an ideal choice for city parks in northern Europe. jO.
36, 1 C,
D below).
In English we prefer to put long and complex phrases at the end of a sentence, English prefers sentences to be ' light ' at the beg i n n i ng ( before the main verb) and 'heavy' at the end, Long complex clauses also often contain new information, so this principle and the information principle reinforce each other: A striking feature of the central areas of the capital are the elegant classical squares
which were originally laid out by aristocratic developers in the eighteenth century,
Sentences with a heavy clause at tile beginning can seem clumsy and be difficult to understand:
(Ii' 34, 1 E, 1 3,3, 1 3.4, 1 3. 5):
The facade of the IlOuse was blank and austere. [But it was ornate and luxurious inside, ] -' But inside it was ornate and luxurious ,
[I may be old], but I 'm not stupid,
-4 Old I may be,
but I 'm not stupid,
Priscilla invariably reiected impoverislled suitors. [Her only ambition was to marry for
money, ] -. To marry for money was her only ambition.
36, 1 E
Manipulating . gra mmar and vocabulary
( For more information on word order with verbs ", U nit
30; with adverbs
U nit
24.)
.1
I n order to follow tile ordering principles ( It> 36, 1 A, B above) w h e n we are writi ng w e have t o choose suitable vocabulary and grammar. As the subject u s u a l l y c o m e s at tile begi n n i ng of a sentence in English the simp lest way to organise a sentence is to choose a subject which links with the previous information: Whenever possible, we pack 01/ our furniture in flat packages, [ Transport becomes -. A flat cheaper because less space is token up by a flat pack than a bulky one. J pack tokes up less space than a bulky one, wfricll means that transport becomes cheaper,
We sometimes use a noun which summarises the previous i n formation (for more information o n 'nol11 inalisation ' .. 25,5B):
out of The rioters threw petrol bombs at the embassy, The situation was getting
We can choose alternative verbs or use the passive (I\» subject cornes at the beg i n n ing: hand,
BAA) so that
the appropriate
t from them. J Our neighbours g o t a good price for their car, [ The local garage bought i bought by a local garage. -4 They sold it to a local garage. lit was 'Cuernica ' is a wonderful example of cubist art, [In was painted by Picasso in
1 937,
1 93 7
Picasso painted it I -. It
[ The elegant classical squares which were originally laid out by aristocratic developers in the eighteenth century are a striking feature of the central areas of
J6
the capital. ]
337
We can also use introd uctory it (.. Unit 3 3 ) and participle and infinitive phra ses (.. U k 1 3 ) to put the familiar information at the beginning and new information at the end . n
' Fleming 's behaviour was inexplicable. It was hard to believe that he had become thi S' savage with a bare knife. Steve went home. Walking towards his door. he noticed a piece of paper left on the
36.2C
Parallelism
She is probably going to fail tile exam. And she is probably going to blame her
teacher. Your world. To live and sleep in. To cook and eat in. To take a shower, watch TV or maybe do some work in.
doorstep.
o We
D I S CO U R S E DEVICES 3 6 . 2A Li nking expressions
We use various words and phrases at the beginning of a sentence to express a relationship between what we are about to say and what we have j ust sai d . (We also use words to l i n k clauses within a sentence; for more information about these t> 30.3A. B ) . The table below contai ns some common examples of sentence l i n kers: types
examples
additive linkers (giving extra i nformation)
Furthermore, ' Similarly, ' (= in
the same way). In additioll, On top of this , What 's more,
adversative linkers (introducing information which contrasts with what has been mentioned previously) 2
However, ' Nevertheless, '
(= despite this)
On the other hand,
causal l inkers (introducing the result of previous information)
Consequently, ' It (allows from this , ' For this reason, As a result, So,
temporal linkers (expressing a relationship of time or sequence with the previous information)
Then, After that, An hour later, Finally, At last
discourse examples
avoid sudden changes in grammar as this often looks c l umsy and it can make a written text difficult to u nd e rstand: [I can 't wait to lie on the sand. Swimming in the sea is great. To sunbatiJe is something I would love to do as wel/. ]
v I can't wait to be lying on the sand, sunbathing and swimming in tile sea. If we want to create a dramatic effect or make a strong contrast, we can repeat a n u n usual grammatical pattern. B u t we usually o n l y use t h i s device i n narrative and fiction because i n less l iterary con texts it can seem i n a ppropriate:
-t
You can save yourself a (ull five per cent of interest with our new credit plan. Furthermore, we are offering no repayments for a year to customers who sign up before the end of the month. Your counsel has made a convincing case in mitigation, Mr Belgrave. Nevertheless, we feel that in a case of this gravity the only appropriate option is a custodial sentence.
Your repayments ore now three months in " orrears. Consequently, we have no option';" ; but to withdraw credit facilities immediately: .;,:
':�
The troops trudged for weeks through the :;,! ! snowy wastes. Finally, as they were neari the point of exhaustion, they saw the faint·: {l¥, .. lights of the city on the horizon.
riflE
, W e usually use these l in kers i n m o re formal English. These are often adverbs of contrast. (iI> 3 2 , 3 B )
36.2B Reference
Although w e try t o avoid repeating words w h e n w e a r e writin g a text (III> 3 6 . 2 8 aboveJ . a useful way of makll1g a text coheSive IS to use Similar grammar in diffe rent sentences, for example the same tense or aspect, simi lar word order or repeating a particular grammatic al form:
2
A key feature o f continuous text a n d o f conversation is t h e u s e o f reference words (.. Unit 3 5 ) which tie d i fferent sentences together by making cross references backwards and forwards in the text. We generally do not repeat the same words:
Rarely had I seen such a ramshackle boat. And never had I actualiy been expected
to get on board one.
36.20 Appropriate language
A key feature of the use of language which is appropriate to its context is the choice of vocabulary. Most English words are ' neutral' and we can use them in any situation. But some words are only appropriate, for example, in a formal situation and others only i n an informal context. Compare these examples which say t h e same t h i n g i n different registers:
The show starts at nine o 'clock. (neutral) The performance commences at nine o 'clock . (formal)
The show kicks off at nine. (i nformal) Certain forms and grammatical patterns are more suitable for formal situations, e.g. passives (.. 8.40). subj unctives (.. 1 1 . 1 BJ. i n fi n itive phrase subjects (... 1 3. 3 B) and non-defin i ng relative clauses (.. 3 1 . 1 D). There are other patterns which we usually use for more informal situations, e.g. passives with get ( .- 8 . 1 El. sentences ending with prepositions ()oo 1 4. 3 B ) . using verbs as nouns ( .- 2 5 . 5A) and it cleft sentences with when and wiJere ( ... 34. 1 B). Here is another set of examples which differ not only i n choice of vocabulary but also in the choice of grammatical patterns: I 'm afraid I can't come because I 'm busy tonight. (neutral) I regret that I am unable to attend due to a prior engagement. (formal) Sorry I can 't make it but I 'm a bit tied up tonigilt. ( i nformal) o I n written English we usually do not mix formal and informal language in the same text u n less we want to create a comic or ironic effect:
v The Minister was unable to attend the reception due to a prior engagement.
[ The Minister was unable to attend the reception because he was a bit tied up. ]
Professor John Doherty gave the lecture this morning. [Professor John Doherty 's theme was endorphin production in mammals. I
We tend to avoid doing this because repetition is boring for the reader or listener and it is not considered stylish. A better alternative is partial repetition: v . " Doherty 's theme was endorphin production in mammals. We can often use a p ronoun or replacement word which refers back to the earlier item : We can also use pronouns or other substitute words (II> 3 5 . 2 ) and in some cases we can omit the repeated information (.- 3 5 . 3 ) . " .
His/The lecturer 's theme was endorphin production in mammals.
339
P ra ct i c e 36. 1
The key
to
these exercises is
011
page 3 ! 2.
3 One of the great comic stars of the 1 9605 was Walter Matth a u . A Particularly noteworthy w a s J a c k Lemmon's film w o r k with h i m . B His film work w i t h J a c k Lemmon being particularly noteworthy. 4 I f you ' re looking for a q uiet holi day, forget about I biza. A I t may be sun-drenched and beautiful but it i s n ' t peacefull B S u n-drenched and beautiful it may be, peaceful i t i s n 't!
.'
I n the following passages the underlined phrases or sentences (0-7) do not conform with text writing principles. The main problem is the order of information . Rewrite these sentences appropriately, changing the grammar as necessary. The exercise begins with an example (0).
The Hubble Space Telescope The Hubble Space Telescope was put into orbit by the American space shuttle Discovery i n April 1 990. (0) 1M,:.. �..ilI .2IlliI>� l altitude of 610kilometres. (1) The lieht from spaceis notaff\lCte4Jainlm� frQm. the cilith's atmosphereatth is height.. As a result the Hubble tel escope is at least ten times more accurate than telescopes on the ground and has a m uch greater range. (2) Inoursearch for distant,starsand .planets thi�.;"•. makes it the most useful 1OO1. . The telescope is named after the most influential astronomer of the twentieth c�ntuf;. Eqwln Hubble. .' Working at the Mount Wilson Observatory i n Pasadena. (3) b.iJu;loseobse rvatiQllofthe AndromedaGalaxylllrul; used by theAmerican astronomer todevelop thetheorYthattheuniverseisex;pandini · (4) �.e.!lJln..!JU jdeas is the Bi� Ban:.theory nQW accepted as themost likelyel!;planatiQnQf the creatiQnQftheunjverse. .. The Hubble Space Telescope has not had a smooth history. (5) Scientists at NASAdisCQvered that·themain: mimJLh!l!1.bJ;comedistorted an!L"puld not beused with !lnyaccl!IJ!&Y-.Qniy twomonthsafter ilwentintoorbit. Rather than abandon the project. NASA decided to find a way to resol ve this problem . (6) COSTAR(correcliYl: optics space te lescopeaxial replacement) was IhenameQfthe solutiQn. This was a device which contained ten smaller milTors des igned to compensate for the distortion in the telescope's main mirror. I t cost $360 mi ll i on tQ develop the technology and more Ihan 30 hours of spacewalks by astronauts to fix the device, (7) The Hubbl� ��T\W:.ss;ope is now wOlKi--1l! lL Ql < Tectly and sending its astonishine data back toearth. then:pairs were completed in Januan:.J.221.
5 Elizabeth inherited a kingdom torn by religious strife . A Her first action was to try and pacify the rival fanatics. B Pacifying the rival fanatics was her first action.
6 Potential residents will find everyt h i ng they need i n the Di nglewood rest home i n HarwiCh. A Among its features are twenty-fo u r hour n u rs i n g care a n d luxurious private rooms. B Luxurious private rooms and twenty-four hour n u rs i ng care are among its features.
7 But I had nothing to do with it, Your Honour. A My twin brother was the one the police saw outside the warehouse. B The police saw my twin brother outside the warehouse.
8 Built i n 1 07 8 by Bishop G undulf for William the Conqueror, the Tower of London i s one of the oldest landmarks in the city. A Today its main claim to fame is the recently built Jewel HOllse conta i ning the fabulous crown • jewels of G reat Britai n . B The recently built Jewel House containing the fabulous crown jewels of G reat Britain is its m a i n c l a i m t o fame today. Birch trees can reach 30 metres in height and have a very vigorous growth pattern. A Damage can be caused to drains and house walls if they are too close to the part icu larly fast-growi ng roots. B The roots are particularly fast-growing and can calise damage if they are close to drains a n d h o u s e walls.
My rather unconventional sister turned u p i n the m i ddle of the nigllt without any warn i n g . . . . soon sent our peaceful little household into total turmo i l . A My sister arriving unexpectedly i n t h e night B Her sudden arrival
2 3 4 5 6 7
There is one mistake i n each extract. 1 - 1 O . Some mistakes are i ncorrect l i n king words. some are incorrect use of vocabulary or grammar, and some are due to unnecessary repetition. FInd each mistake and correct it.
2 mo_�··
Choose the best alternative, A or B, according to text ordering prinCiples. The witness gave the police details of her assailant's appear·anee. metropolitan district. A The description was B The details of her assailant ' s appearance were
c i rculated throughout the
2 Della Jones, one of our best-loved singers, is well known for her opera I'epertoire . . A Her greatest operatic roles have incl uded Rosina i n /I Barbiere di Sivig/ia and the title role in La
Dave - (U1 off to MUU1'.s for the weeKe/ll d DO/ll / t forget to activate t�le burglar ala(U1 If you '30 outl See you MO/llday. Love Ja/lle
2
London is a vast sprawl ing metropolis containing millions of people over an area of several thousand square kilometres, much of which consists of endlessly monntonous suburbs. Consequently. many of the individual districts seem to have retained their own distinct and almost village-like identities.
Cenerento/a .
B
140
Rosina in /I Barbiere di Siviglia and the title role in La Cenerento/a are incl uded among her greatest operatic roles.
341
3
Swi m m ing in the morni n g and skiing in the afternoon.
D in in g
4
and to fall asleep to the sound of lapping
5
7
waves at night. There's nowhere like
icy wind cou ld be
Andalucia. Call now for our brochure.
miles out to
Local residents are ready to take the matter to the pol ice and the authorities. Nevertheless, they are going to write to their member of p,u-liamell! to insist on a public inquiry i nto the affa ir.
8.00
Tonight's episode of
Changing Rooms
6
in coday's
Radiohead have pulled off the hat trick!
4
ALL
few
the
To make a recording first insert a blank
8
10
theactornl(!.vro
Policyholders wishing to make a claim under Section 3 should be prepared to provide receipts of purchase for all items. Items for which receipts cannot be provided will not be eligible for reinstatemell! except in really special circumstances and at the absolute discretion of the insu rers .
/lVt }>tovt"\ iKt o tkt KtI'J kOI-l�t to"\A� . 6vu�tkiK6 I'JtKt pnH� �}>tootk\:l. 1"kt tl-l'-Kitl-l,-t UAK Affivt"\ bAK6 OK tkt "\ot ot 10 AM I'Jt �PtKt AK tx-MU�tiK6 thu kOlAn I-lKlOA"\iK6 At fi(st, At OK! 0' cio(.k I'Jt I'JUt Ablt to sit "\OI'JK OK Ol-l'- OI'JK SotA iK OU'- O",K KtI'J liviK6 '-00"" (
42
Use the following notes to prepare a short article for a reference book about the samurai. Write one sentence only for each numbered set of notes, using connecting words and phrases a s appropriate. Vou m a y add words and change the form o f the words given i n t h e notes b u t do not add any extra information. The first pOint has been expanded for you as an example (0) .
------.------r-- ----- .-----------
The Jal+turai - WarriOrJ o £.
of Japal1
warrior cla.ss - fOlH1ded by {tnt 'shoqul1' (""llltary ruler) Yorito""o - 1130
1 worked for £ hoqul1 (wartt ""c) ; e""ployeol by larqe 1,1I1010wl1en, C'oIa l""yo') 111 peace ""al1y riqhts &. prlvlleqes : nqht to carry swordslnole ?forses etC. 3 e)(chal1qe for nqhts owed abS Olute loyalty > their dal""yo (evel1 extel1t expected - co""""lt
:I.
=
suicide whel1 01. oiled)
.�
Putting fam i l i a r information at the beg i n n i ng b y using a noun. G iving extra focus to information by putting it at the front of the sentence. Repeating a gra mmatical structure to give extra emphasis (parallel ism). Using a l i n king word to make a COntrast with i nformation in the previous sentence. Fa m i l i a r information at the beg i n n i ng . new information at the end (the information principle). Using a substitute word to avoid repetition. Putting fam i l i a r information at the beginning by using t h e passive. Long a n d complex p h rases at the end (the end-weight prinCiple).
Features
5 tm11_E:...
., thiS traditiol1 - part of 'bu£hido' ( = 'The Way of t?le Warrior): £tnct code of hOl1our
Read the text about Paul Robeson and match the underlined phrases and sentences ( 1 -8) with the features (A--H). ( Note that underlined items 1 -4 match text features A-D, and underlined items 5-8 match features E-H.) Write the numbers in the boxes. A B C D E F G H
.. 'Wllite' wotld'of flollywood movies. He was born in l898, the son of a Methodist rnj.ni ti:r ilOd a runaway slave: (1) Highlyintelligent hewonascholarship to CQlurohiaQnjvWir.y where he qualified as a.lawye(. (2) Butthere were few opportunitiesJoiblacklawyersin.theNewYorkofthenineteeOtwentic;s and , Robeson decided·tQ pursue a career on the stage. He soon became one of the biggest . . stars on Broadway,' taking the leading role in Eugene O'Neill's play The Emperor Jones in 1924. (3) Applauded for his actingabilityanQacclaimeQforhisremarkable . pbyskQIpresence on stage. Rohesoo went on to.show the world b.is greatest talent, ruS superb deep bass singing voice, by taking the role of Joe in Jerome Kern's hit m:uslcnl Sha... Boadn l.927; After a successful run in this musical he changed diredtion again by tackling :W , achieving rave re·views for b.is portrayal of Othello. � · · 4} Sticcetjson BroadWJYinevitably led toHonywooQ and Robeson made b.is screen debut in the film vmion of The EmperorJ(lfle� io· 1933. Word of b.is abilities soon spread outside the United States and (S ) in1935 toEnglanQ, wbere..he starred in SOllders ofthe River and King Solomon s Milles. · ;BacbtrAmerica Robeson starred in Show Boat, singing his Famous song 01' Mall River. (6) A recoIQing andIIjnpOicareermupwcd withRobesonAApularjsingtraditionalnegroiij?irituals,aformofreligious folk $IDade�IQpedby blackslavesinth�.AinericanSouth. Robeson became increasingly involved in politics and n the nineteen fifties made a visit to the Soviet Uoion. It was an era of strong anti-communist feelings in A!Derica and when Robeson returned home his.·passpo.rt was cancelled and he was forced to stay in the United States for the next six years. (7) He wasblacklisted byHotlywooQ and was nnable to find work. (8) kobeSonJeftthe.States.in 1958and began a new career asa concert perfonner inEurope. But he became seriously ill in the six.tieS, and returned to New York. He died in Harlem in 1 976.
1utkcSp.:
press the 'play' button.
makers describe as 'tropical' stylei
made three is a rare feat indeed
a
red 'record' button and at the same time
rebuilt conservatory in what the programme
easy-come, easy-go music business. Yes,
one go t
counter to zero. You ought to press the
The brave married couple allow their rather ham
have made two is not so hard. But having
once
channel you wish to record and set the
fisted neighbours to redecorate their recently
To have made one great album is easy. To
sea.
tape into the machine. Then select
features a brave married couple from Darlington.
9
.. Paul ·Robesoa was the first African American to gain international success in the
Ralph felt the icy wind on his back and
wrapped his scarf more tighrly around his neck. It was surprising how chilly the
on seafood in the evening
0 0 0 0 0 0 0 0
s tressed l""portal1ce; scif-oIiScl plil1e &. bravery S" bushlolo ba£eol 011 peaceful beliefs of Zel1 8uolol/lis ""; oIe£pite tiffS - helped s . beco""e ""ost ruthless, feared &. brutal warriors 111 ASia 6 s. reached peak i""portal1ce &. il1fluel1ce - CIVil wars (16th Cel1Tury) - fouqht for rival warlords 1 peaceful years (after 1603) s . qraolually lost ""iliTary i""portal1ce &. ""al1y bcea""e aol""/l1lstrarors (I1OT £ololicrs)
g 1861 last shoqul1 (Tokuqawa !
s. 110 10l1qer l1ecoleoilwal1Teoi
qoverl1""el1t
10 Sarsu""a rcbclliol1
=
=
result; re""tJil1l11q £. il1 Sats u""a deCide ""OUl1t rebelliol1 aqail1st
disaSTer for s. - fil1ally defeated by ''''' p enal Ar""y 1sn
343
Key to d iagn o st i c tests
1 6 neither to go o n a cruise nor to visit the Pyramids. II>- 6. 1 D
1 7 don't believe that there is/believe that there isn't ... 6. 1 E
.' ad the of t h e l i lle [ e . g . .. 5 . 1 C) for any mistakes you made. Then turn to the relevant unit ande��U y the sections where you made the m istakes Check your answers to t h e exercises in the diagnosiic tests. Circle the reference
TEST 1
1 1 had taken 1 2 h a d been
enjoys. watches ...
2 doeSJl't use
I . lA, B, C
I . I A, B
,..
1.1D
\II>
1.1C
1 0 are turning '" 1 . 2 D
1 1 get, says
II>-
!I> '
2 . 3D
...
2.4C
19 used ... 2.SB
... Unit 2 , pages 54 to 6 1
...
3 . 1 B, 3 . 2A
2 wrote '" 3 . 1 B, 3.2B
1 4 are always losing '" 1 . 2C
3 didn't see ... 3.1 D, 3 . 2 B
1 5 consists of ... 1 . 3A
4 has increased '" 3 . 1 D
1 6 Do you think
5 has spent
...
1 7 are you thinking 1 8 i s being
...
1 9 are tasting 20 guarantee
I>
1 .3B II-
""
1 .3B ...
1 .3B
Ill>
jumped
3. 1 E
...
1 0 has risen II>- 3.4C
3.3B, 3.4A
have waited/have been waiting I>- 3 . I A, 3 . 3A
II>
...
2. 1 A
13
2.1 B
were growing, was
II>-
2.2B
6 were experiencing '" 2 . 2 B
7 was leaving
II>
8 were working
2.2D
II>
2 . 2C
9 had been running lI> 2.2C
1 0 was taking II> 2.2D
->
1 2 SiRE8 h'eyears .... for two years ... 3 . 1 B
2. 1 A
4 ruled '" 2 . 1 B 5
3.2E
II>
1 1 "ave BeeR waited
2 stopped 3
...
9 has welcomed
1 .3D
2
1 swim
3. 1 D, 3.2D
6 has surrounded 7 thought
Unit 1 , pages 46 t o 53
TEST
...
8 have been eating II> 3.3B
1 . 3C
weFe ->
3.2B
...
have been
1 4 alreadyaRR81:meed
...
3. 1 B,
.... has already announced ... 3 . 1 C
1 5 "as iFAI'l8see
-+
"' 3. 1 D, 3 . 2 D
imposed
1 6 lIa...e seeR '" were II> 3 . 1 D, 3 . 2A
1 7 isgr81/iRg
has been growing/has grown II> 3.3B, 3. 1 B .•
1 9 didn't deny/admitted
4.1 B
6 v ... 7. 1 0
7 '11 have been living/' l l have lived '" 4. 1 D
8 'II just finishl'm just gOing to . finish ... 4.2A, B
6
4.2A
1 0 will come/am going to come. ... 4.2A, B 1 2 're going to build
Ii>
4.2B
1 4 ' m staying '" 4.3A 1 5 '11 be making/'re going to make ... 4.3B, 4.2B
1 6 will you be staying/are you going to stay ... 4:3B, 4.2B
1 7 takes off ... 4.4A
1 8 will be/is '" 4.4B, A
1 9 will be playing ... 4.48
20 pay ... 4.4D
II> Unit 4, pages 72 to 79
No . .. 7 . 2A 8 aeA't lie? -. shall we? .. 7.28 9 v ... 7 .2C 1 0 ,,"atti!fle aeestiletraiA ff6FA what time Cfa�aeA Bfri',e? the train from Croyd on arrives? ... 7.3A 1 1 ifer Aettiletree feats "ill e#eet ...., if the tree roots will affect the found ation s (or not)/whether or not the tree roots will affec t 7 .3A 7 ¥es:
6 ' II have been married "' 4.10 _,.·f
1 3 is coming .... 4.3A
6.38
5 v '" 7 . I C
5 'II be skiing II> 4. 1 C
I 1 'm going to spend II> 4.2B
...
4 W"ataiaI 7 . 1 C
3 are going to win Ii<> 4. 1 B
...
6.3C
3 v ... 7. 1 8
2 'II probably sell ... 4; 1)\; 4,4C
9 shall we have
..
l'le'? -. What FAeaA5 'helietre What does 'helio trope ' mean ? ... 7 . 1 A 2 �etl"aa BeeR ..., had you been ... 7. 1 A
4. 1 A
...
6 . 2A
TEST 1
... Unit 3 , pages 62 to 69
1 will find
...
.. Unit 6, pages 88 to 95
20 I 3.3C, 3.40
4 's gOil)g to rain
1 has stood
1 .2B
1 9 1''Ie tra,ellee .-. I'Ve been travelling '" 3.3C, 3 ,4C
TEST 4
2 0 used to be ... 2.SC
TEST 3
1 .1 E
1 2 isn't playing "" 1 . 2B 1 3 comes
II>
18 use to have ... 2.SA
1 . 1 C, 1 . 2C
8 does not usually send 9 mix, put
2 . 3C
1 6 had been declining '" 2.4B
5 is staying '" 1 . 1 C, 1 . 2 B ...
2.3B
1 4 climbed Ii" 2.3C
1 8 Haven't you seen
20 dishonest
1 3 had already started
1 7 had only used
4 smokes "' 1 . I C , 1 . 2C
7 am feeding
II>-
5. 1 B
2.3B
1 5 had expected
3 Does. usually change .... I . I A, C
6 take ... 1 . 1 C
...
numb
a, b ... 6. 1 A, C
3 a. c II> 6. 1 B, 6.3C
b, c II> 6 . 1 C, 6.3A S a, b ... 6. 1 D 7 a, c ... S. 1 E 8 a, b ... 6 . 1 E 9 a, c ... 6 . 2 B
10
b, c ... 6,28
1 1 , b, c ""·6.3A 12 a, c II> 6.3A
13 not to leave ... 6. 1 A 1 4 Not havin g seen .... S. I A 1'5 N o t man y/Few Ii<> 6.18
-+
-+
1 2 v ... 1 , 3A
1 3 C6t1le�etltell !fie ..hefe (too
formal/tentative for situation)
...., Where did
...
7.38
1 4 BiatRey? -+ Didn 't they? ... 7,4A
1 5 v ... 1�48 1 6 won't they? ... 7.2A 1 7 oughtn't we?/Shou ldn't we? ... 7.28 18 need she?/does she? Ii> 7.28
TEST 8 1 A pay rise has been offered to the workers . ... 8 . 1 A
2 The entire fleet is being overhauled. III- 8 . 1 B 3 The contes tants were made to dress in ridicu lous outfits. II>- 8. 1 8 4 We should have been warned in advance. iI" 8. 1 8 5 Advice having been taken. i t w a s decided not t o proceed . II- 8.2A 6 To be buried at sea was my father's final wish . ... 8.2B 7 We regret not having
been/being informed of the landlord's decision . ... 8 . 2A
8 I have/get my car serviced
every six months.!1 h ave the garage service my car every six months . .. 8.3A
9 We will have the carriers
return the goods to your clients by Friday.IWe will have the goods returned to you r clients by the carriers by Friday. ... 8.3A
1 0 Susy's getting her car
repaired free of charge! ... 8.38 I 1 Get that comp uter repaired as soon as you poss ibly can . ... 8 . 3C 1 2 The bathroom hasn't been cleaned for weeks! Ii<> 8.4C 1 3 a ... 8. 1 E 14 b
15
...
8. 1 C, 8.4C. D
b ... 8 .1 0
1 6 a ", 8. 1 0
1 7 a ... 8.4A 1 8 b ", 8. 48, 0 1 9 a ll> 8. 1 A
20 a ... 8.48 ill> Unit 8, pages 1 04 to I I I
1'9 i s .he? ... 7.2e 20 will you? 11> 7.20
II> U nit 7 , pages 96 to 1 03
34S
TEST 9 1 �
she said. II> 9. I A
2 Hetala t�at .... He said that/He told us/me that II> 9.2A -+
3 � .- . she felt she
...
9.28
4 temaffew mafAiflg -� the next/following morning II> 9.28
5 v II> 9 . 2C (also possible: when he gets home II> 9 . 20)
6 slla Raa still Beef! �al:lRg. .... she was/were still young. II> 9.20 7 v " 9.20
8 saie-if -, asked if/wanted to know if . . . II> 9.3A 9 haa startea the Ilaifl. .... the pain had started. II> 9.3B
1 0 ifafflattllere Ioasa 5wimmiRgIlaalatthe ...illa. - � whether or not there was a swimming pool at the villa/if there was a swimming pool at the villa or not . .. 9.38
I I aaR'taBai€ate. · ' not to abdicate. II> 9.48
12 ta!lave taileR l3aft -. taking part/having taken part II> 9.5B
1 3 (that) he would remember 1 st March 2000 as a great day for the nation. 11>. 9.28. C
1 4 (that) publication might be delayed by one week . ... 9.2E (also possible: may be delayed ... 9.20)
1 5 (that] I must/had to lose at least 20 kilos.lto lose at least 20 kilos. II> 9.2E 16 (that) intelligent life does not exist in our universe . ... 9.20
1 7 (that) the Ming Dynasty lasted/had lasted for almost 300 years . .... 9.20
1 8 when she/we wanted the sofa to be delivered. II> 9.38
1 9 that it was stupid behaviour for a cyclist. ... 9.3B
20 to do at least four hours' training a day. iii- 9.4B. 9.5B
.. Unit 9.
pages 1 1 2
to
1 19
TEST 1 0 I v " I O. I A 2 I f the bill is passed by both parliamentary houses. then it becomes law. (insert comma) .. 1 0. I A
3 k-ae -> have II> 1 0. 1 8. 1 0.3. 1 0.4 4 v '" I O.2A 5 v '" 1 0.2B
6 will ehaFg8 -� charges ... 1 0.3A
7 ,"
8 v ... 1 0.3A
9 v ... 1 0.3A (or: the transfer takes ... I O. 2A]
10
Qf'e '"
wetU
were II> 1 0.4A {or: .... will ... 1 0.3A. B]
1 1 v "' I O.4A. C 12
(often considered incorrect) -, were ... 1 0.4A was
1 3 watila lIa\ewaitea .... had waited .. I O.5A. 8 {but v in US English]
I 4 AaeR'tBeet'! .... had been ... 1 0.5B
I 5 wal:llaf!'t fSReH -> wouldn't have renewed ... 1 0.6A
1 6 v " 1 0.6B
1 7 tlAless�a1:1 1'118ae ..... if. you didn't make ... 1 0.7A 1 8 v II> 1 0.7C
1 9 E¥erl they -> Even if they II> 1 0.70
20 whet"'erwe talle remeaial stell!Aail. -+ whether or not we take remedial steps now.lwhether we take remedial steps now o r not. II> 1 0.7E
... Unit
1 0. pages 1 20 to 1 29
1 9 to access ... 13.4B
20 to be II> 1 3.5A
TEST 1 1
II>'
1 v {or: _ ..... was} II> ,:1. 1 .28,
2 wetlla "'twe ..... had ... 1. 1 .3C
6 wet;laRal/e BeeR .... could have been ... I I
7 lives .... live ... 1 1 . lC '
�..'lti5flT'eA9intMedieal, The dispensing .()f medica l 1 2:-18
-t
8 If only I had known. that} ... I I .3E ..
1 1 .2C
1 1 a ... 1 1 .2 0
1 2 b lI> 1 1 .2F
�8JY�le BF8&rea '8 ,ay -+ the Judge ordered us/youl hlm/her/them to pay .. · 1 2.3 8
13 b lI> 1 1 .3A
14 a ... 1 1 .3 0
I S started doing/did your homework. ... I I .2C
v ll> 12;3C
1 7 didn't bring that smelly dog' into this house. lI> 1 ' .2E ..
1 1 .212
1 9 he knows what he is talking about. .. 1 1 . 2F 20 would stop talking with your mouth full. III>- 1 ' .3C
.. Unit
I I . pages I 30
to
I 37 ,.
TEST 1 2
1 no parking .. 12. 1 A
2 to succeed .. 12,2A . 3 to make ... . 1 2.2B ,
4 helping ... 1 2. IA
5 his leaving (him leaving. is acceptable in informal English) ... 1 2 . 1 8
6 to· boost ",",' 1 2;2B
7 to find: iii> 12 . 2 8
8 to help .. 12;2C
9 meeting " 1 2.3A
1 55
2 Keep it up. II> 1 4. 2 8
3 stick strictly to .. 1 4.3A. 1 4 .5 C
4 go with it. ... 1 4.3A. 1 4.5C
5 ran into him II>- 1 4.3A, 1 4.5C
1 0 the children s�eing ",", 1 2.3A , .
Not,ow ning ... 1 3. 1 A. 1 3.28
:2 author .. 1 3. 1 B
5 tiought II>- 1 3.2A
4
to walk ... 1 3.2A.
5 opening .. 1 3 . 2 C
1 3.4A
6 for the compan y '" 1 3 . 3 B 7 iq .fln d j.. 1 3.4B
8
speaking .. t �.5P.
9 naliing been refused 1I> 1 3.1A. C, 1 3;28
10
11
12
Not being . 13: t A. 1 3.28 Servlced .. '13. 1 A. r fJlf completed "" ,1).1 c < '
1 3 'eIt ... ;13.�
1 4 NOt ha�i �g kePt ';': 1 �. 2b . (;
1S 16 17
Liv,ih'g:�
1�'��¢'>'
, <:�.
Raviiig passed 1>-.' i,3.2<: not to liave applied .. t3.3A. 1 3.�A >
7 put up with it. .. 1 4.4A
8 let her in on it. ... 1 4.4A
9 BY"'eaa emes e'ler -+ over by head .office Ii\- ' 1 4. I A
I 0 � --. outbreak .. 1 4. 1 A
1 I lertBYRise)1 girlfrisREI a�t --> left out by his ex-girlfriend ... 1 4. I A
1 6 had been invited. would you have gone? III>- 1 1 .2 0
18 wear natural fabrics .
to
6 which our movement stands for.lfor which our movement stands . .. 1 4.3B
9 b lI> 1 1 .2A. 1 1 . 3B
10 a
e
I was made up by him. II>- 1 4 . 1 A
4 v '" 1 1 .3 E Ii>- 1 1 . 2C
1 3. pag s 148
TEST 14
3 v ll- 1 1 . I A,B
5 aiaR'teet --+ stopped acting
Unit
TEST 1 5
··
.
1 2 Retgivea'ray .... not reveal (give away is an inappropriate verb in a formal context)
... 1 4. I B
1 3 � -+ turn on/switch on (activate is an inappropriate verb in an informal context) ... 1 4. I B
. tile!leeraREI --> down 1 4 ae....A (on the floor) and ... 1 4.2A
1 allele@ise�e -> apologise to her/him '" 1 5. 1 A
2 � .... sitting " 1 5. 1 8 3 v '" I S. I 8, 1 5.50 4 te- ---+ with " 1 5. I C
5 8sl:eRisAeaattl'lat he1'
eayffiefla haa eei'l8\ea . , astonis hed that her boyfriend had behaved/aston ished at her boyfriend having behaved I>- 1 5. 1 0
6 #- -+ whethe r '" 1 5. 1 E 7 Eltiarrellea "iswife -- , quarre lled with his wife II> 1 5 .2A 8
aAyetit"'eirlIafty essttimes.
on you for their party costum es . .,. I S.2A, 1 5 .SA . ...
9 v III>- 1 5.2B 1 0 v '" 1 5.2C
I 1 Ilfsviae Seffi fer8 Feaffi - -, provide Sam with a roomlprovide a room for Sam 110· 1 5.2C. 1 5.58 1 2 1'118 ell tl'l8 � -, all the details to me. II>- I S . 2C 1 3 v II>- 1 5. 3A
1 4 ael'll8Raea tel" - . demanded .. 1 5.3B
15 � 1 5.5C
16 v
II>-
->
growth . ... 1 5 .3C,
1 5.4A. 1 5.50
1 5 v ll- I 4. 2A
1 7 Hlriatls ey .... furious at/about II> 1 5. 4 B. 1 5.50
eeRtIYi� :':" recently lt 17 �Fel:!glfe
20 v III> 1 5A8. 1 5.50
1 6 taell efttile@FatiAa dE iRereEliele sj:leaa. .... took off (from the ground) at incredib le speed . .. · 1 4.2A, 8; 1 4.5A brought in .... 1'4.2B , '1 4.58
1 8 01' ... tldB, 14;S.c
.
1 8 5€erea B;' -, scared of II> 1 5.48 19 v " 1 5.48
II>
Unit
1 5. pages 1 64 to 1 73
1 9 v .... 1 4.4A
20 ..... III>- 14.4A , 1 4i50 · ", Unit 1 4; pages 1 5 6 to 1 63
347
4 have to .. 1 7 . 1 8
TEST 1 6 1
5 shouldn't have .. 1 7 . 1 8
Ettft · -. will be able to ,.. 1 6 . 1 A
6 need .. 1 7 . 1 C
2 Earft Aa,e BeeR aBle ..... haven't been able po 1 6. I A 3 iftaBle ta Be . can be
1i' 1 6. I A
4 "" ... 1 6. 1 8
5 �I& . ... was able to I!I> 1 6. 1 8
6 ea�IB ..aPR
.....
could have warned ,.. 1 6. 1 8
7 ""
,..
8 �
9
€eft ... .
...
couldn·t .. 1 6. I 8
may/might/could ,.. 1 6 .2A
10 � II-
1 6. 2 8
-.
could have been
1 1 "" .. 1 6.2A 12
Ettft .....
could/may/might .. 1 6. 2A
1 3 "" .. 1 6.2A
1 4 MB� )6�get -. Could/Might you get/Is it possible you will get .... 1 6 .2A 1 5 "" ,.. 1 6. 2A
1 6 "" ,.. 1 6 .2C
stolen .. 1 6 . 2 8
18 19 20
€eft _.,
"" !P
"" I>-
8 COUldn't go ,..· 1 7 .2A. 8 9 are not allowed to .. 1 7. 2 8 1 0 must not have
could/might
1 6 . 3A
II>-
1 7. 28
1 1 needn't "". 1 7.3A
1 2 don't have to .... 1 7.38 1 3 didn't need to show "" 1 7.38 1 4 better
II>
II>
1 7.4A 1 7 .48
1 6 had better not ... 1 7.48
1 7 be raining II> 1 7 . 5A
1 8 shouldn't
II>
Ii>
1 6.2A
1 6.3A
2 1 Affl I aBletetl5e -' Can/Could! May/Might I use I>- 1 6.38. 1 6.4A 22 "" II> 1 6 . 3 8
2 3 � - . w a s able t o ... 1 6.48
4 te Re.eget ... 1 9.48
--+
... 20.28
6 He'3 hatehiRg ..... He Was. . watching. .. 1 9. 1 B
8 �
.....
20 h a d t o have ...· 1 7.58
.. Unit 1 7 , pages 1 82 to 1 89
1 1 A,he..e,liB!liedts, de,",
John had a shower "" 1 9. 38
1 4 � ..... got (in British English) "" (in US English)-,
4 will eat/eat .. 1 8.2A 5 will act II> 1 8 . 3A
6 won't book ... 1 8.3A
7 would always help " 1 8.38, 1 8. 2 8 1 8.38
9 Shall I make ... 1 8.4A
15 �
have ... , 9.4B ·
... Unit 1 9. pages 200 to 207 TEST
-+
20
1 makes ... 20. 1 A
2 has made/makes .. 20.1 A
1 0 shall we do ... 1 8.48
3 have done ... 20. 1 A
1 1 Would you be ... 1 8;4C
4 had made ... 20. 1 A 5 do ... 20. I A
1 2 would like .. I S.SA
2 5 ffligAtRet ..... may not/can't
1 4 a .. 1 8 . 1 C 1 5 a .. I S.lA
... Unit 1 6. pages 1 74 to 1 8 1
1 6 b ... 1 8.28
9 t��en � 2 0. 1 C
1 0 tooK ... 20. 1 C
1 7 b '" 1 8.40 1 9 a ... 1 8.5A
who are asleep '" 2 1 . 1 C
13
�e.asleep(hilarell ..... the
sleepin!! children/the childre n
7 .Il,'e;'II1"'B15 -+ live/living a�lmalslanimals who/which/ t/1at are alive !>- 2 L I C 9
1 Having to .. 1 7. 1 A
20 b .. 1 8.58
2 ought to ... 1 7 . 1 A. 8
.. Unit 1 8. pages 1 90 to 1 97
3 have to .. 1 7. 1 8 " - :.
1 4 lay .. 20. 1 E
1 5 speaks " 20 . 1F
7 "" (but also tAe RlBsttlIIRa",,� .... the unhappiest) II> 22. 1 8
1 0 "" ... 22. 1 C
1iOp1ll'eaA�ille .... anythin g negative Ii>' 2 1 . I 0 ..... ...
21.10
,",ale'edI'eallle "'" people InVOlved ... 2 1 . 1 0
.;. ... 2 1 .2A
",YldeffseE"" .,:)!tJaM.e5 -+ security. boxes provided '2 1 .2A
1 2 lie .... 20. t E 1 3 laid ;" 20,IE
2 2. 1 8
Ie,,'BAttiel,,!IIl1iltBlIl'5iaeIlle �lfti5elle� --+ A chemical plant is being built outside the town.lThe plant being built outside the town is a chemica l one . ... 2 1 . I 8
1 1 been ... 2 0. 1 0
1 8 b ... 1 8,4E
...
6 fflestI'F6t1Best .... proudest/ the most proud ... 22. 1 8. 0
1 0 "" it- 1 9.28
... 1 9.48
slimmer ... 2 2. I A
4 fe8ief- ...... more real ... 22. 1 8
.. 1 9.48
1 would be .. 1 8. 1 8
...
2 � -. than me/than I a m
5 ""
1 7 «tI�PIIA1a�BI8") ylile .... mahogany dining table 2 1 .3A
8 "" ... 2 2 . 1 F
9 �
3 "" ... 2 3. 1 8
4 Ill.Qr.eJ;).Qiling II> 2 3.21', .
"
7 "" ... 2 3 . 2C
...... much livelier) '" 2 2. 1 8
have/get. ...
1 3 e811 1181eget ...... can halte
2 'II be driving '" 1 8. 1 C
22
1 �
1 "" .. . 23. I A .
5 �� ... 23. 2C
3 "" (but also "'tieR mBFe Ii...el�
1 2 "" ... 1 9.3A
TEST 1 8
TEST
23
TEST
6 "" ... 23.20
... 2 2. I A
7 "" ... 1 9. 1 8
7 do ;" 20. 1 .B 8 make ... 20, 1 8
TEST 1 7
to hinte
.. 20.28
5 "" ... 1 9. 3 8
6 doing ... 20. I B
.. 1 6.4A
348
2 i5 ..... it's .. 1 9. 1 8
3 "" " 1 9. 2 8
... Unit 2 1 . pages 2 1 6 to 223
with some ... 1 9.3C
1 9 must have ... 1 7. 5 8
8 would not reveal
painting the tiling the bathroom. ...
--+
1 3 b .. 1 8. I A
24 "" " 1 6 .38
2 0 ..eli iR�BFffleBall!! hBllest. � ..... well-infor med, honest and capable ... 2 1 .3C
9 reaII) Basaffle ..... really do
1 7.58
3 won't have started '" 1 8 . 1 0
1 7 e6�IBA't 3teal ..... couldn't have
1 9 "" ... 2 1 . 3 8
7 are supposed to .. 1 7 . 1 0
1 5 should
1 6. I B
18 ¥ietBFiall\1'BIIBeFftiI ..... wonderful Victorian '" 2 I .3A
TEST 1 9
...
oldest
II>-
22. 1 C
1 1 Iet9- a lot/considerably/ much/a great deal/evenlfar more ... 2 2. 1 0 -+
1 2 ef ..... i n '" 22. 1 A weffle -+
bad ... 2 2 . 2A
1 4 "" '" 2 2 . 3A
1 5 � ..... more angry Ii>' 22.3C 1 6 Of all the modems (in our catalogue), the HI/perlink is by far the fastest/the fastest by far. II> 22. 1 0 1 7 Jan is no better/Jan is no worse than Lucy a t tennis. ... 22. 1 E
1 8 Getting a made-to-measure suit was not nearly as expensive a s I expected. ... 22.28 19 It was so cold that I couldn 't open the lock. ... 2 2 . 2C 20 The more frustrated h e becomes. t h e angrier he gets. ... 22.38 ... Unit 22. pages 224 to 2 3 1
: ', '
8 "" ... 2 3 . 3A 9 "" ... 2 3 . 3A
1 0 absolutely ugly so. 2 3. 1 8 1 1 "" ... 2 3 . 3 B
1 2 slightly free
1 3 c ... 2 3. 1 8 14 c
II>
so.
23.2C
2 3. I B
1 5 a ... 2 3. 1 8
1 6 b ... 2 3. 1 C 1 7 a ... 2 3 . 2 8 18 a
II>
23.28
1 9 b ... 2 3 . 2C 20 c ... 23. 1 0
II>
U n it 23. pages 2 3 2 to 239
TEST
24
1 highly '" 24. 1 A. 8
2 deep
II>
24. 1 8
3 roughly fifty
24.2A
4 faster 10, 24.28
5 Yesterday I only slept II>
24. 3A. 8
6 I get paid weekly, ... 24.38
7 Here lies the tomb '" 24.38 8 usually arrives ... 24.3C 9 is often ... 24.3C
1 0 still don't ... 24.3C 1 1 trading any longer ... 24.30 1 2 hardly ever go out.
...
24.30
1 3 behaved badly II!> 24.30
14 1 thought his performance was pretty good . 11>. 24.2A 15 The patient's body is now almost entirely free of symptoms. ... 24.2A
349
1 6 These days I probably take my health more seriously. � 24.3A 1 7 She's my worst enemy and I really don't like her.lShe·s really my worst enemy and I don't like her. .. 24.3C
18 Emotionally rejected, Harriet turned to food for comfort.! Rejected emotionally, Harriet turned to food for comfort. .... 24.4A
1 9 Incidentally. I bumped into your brother at the supermarket . ... 24.4B
20 I understood everything because the teacher answered the question clearly. � 24.4B
�
Unit 24. pages 240 to 247
TEST 2 5 v
...
II>
25.2A
3 phenomena .. 25.2B
5 kitchen scales
...
25.2C
6 advice '" 25.3A
7 fewer (less is possible only in informal English) ... 2 5 . 3A
9 v
10 v
II>
II>
II>
25.3B
25.3C 25.4A
1 1 has II- 25.4A
1 2 i s '" 25.4B
1 3 was '" 25.4B 1 4 it's '" 25.4C 1 5 is '" 25.4C 16 v
...
25 .4D
1 7 v II> 25.4D
18 a shout .... 25.5A
1 9 The attack o n the Minister was II> 25.5B
20 outbreak .... 2 5 . 5A
Ii>-
so
.
...
2 v ... 26. ' B
bv · b.v 011
Unit 25, pages 248 to 255
c
lC .. 27:20
c v . 127;3;4.',
the side
4 v .. 26. 1 C 5 v
...
26. 1 C
7
Leflfleft'sIIfla II>
26. 1 C
-+
-+
sister-in
Lennon and
8 v (but also of Professor Grigson'sJ II> 26 . 1 D
9
8 friefla effl'te .....
mine
...
26. 1 D
a friend of
1 0 tRe flew earefHilar)' -, H ilary's new car .... 26.2A
tRe)e�flgeataa�ghtefefMr � Mr Granger's youngest daughter ... 26.2A
1 2 the leealpallerefteaay ·.. today's local paper /II> 26.2A
1 3 v ... 26.2A
1 4 v ... 26.2A 15 v
...
26.2A
1 6 tRe h8lia8 effI't) Bratller my brother's (house) ... 26.2A
-+
1 7 v ", 26.2A
18 Hlrtile salle afllea·teR -. for heaven's sake ... 26, 2A
19
8f1tllrsl'leleg)shistery -+the history of a nthropology ... 26.2B
2 0 Hawa's EReers ...... cheers of the crowd .... 26.28
2 1 Allril tRe tlllFteeRtll'sfl't8FRiRg ..... the morning of April the thirteenth .... 26.. 2 B
22 thefa",alis serial hiller's � .... the arrest of the famous serial killer .. 26 . 2 B
23 v ... 26.2C
24 v .... 26.2C
1 9 is much brighter than the . previous one ... 30.3B
1 3 v ... 29: l A, 29:2B
1 4 by means· of ... 29.2D
20 We left as soon a s the first act was over. \II>- 30.3B
.. Unit 30, pages 290 to 297
1 6 uR,tO '" 2 9. 28
1 7 because of. the solicitors' . i nvolvement/because (of the fact that] solicitors became 29.3A involved
3 t+teiH -. their flO- 26. t A
6 sister's ift IIII'.'5 law's ... 26. 1 C
1 2 c ... 29.3A
1 5 just behind '" 29.1 B
......
4 M Ps '" 2 5 . 2 B
8 a stone
� II> 26. 1 A
11
25. 1 B
2 pianos
TEST 26
28 estate's es.tate agent's .... 26.3B
a�eRf5 ""
... Unit 29, pages 280 to 289
TEST 27
TEST 30
1 i5 ..... t h e dog's (dishes) ... 2 7. 1 A
1 av
2 8Iif'!. ..... ours! II>- 2 7. 1 A, .B
2 av
4 av
5 bv
4 te eatUle", ..... to eat ... 27. 1 C
6 av
7' a v
5 v ", 27. 1 D
8 � "" one "' 27. 1 C
1 0 iR Fefl'te",BeFiflg.tMeFfl5el¥es wRiW -+ in remembering what ... 27.2B 1 1 v ... � 7. 7,C .
1. 2
tAelli5el\!is -+ each' other .
... 27.2D
1 3 .... ... 2,7;3A '
14
5eef'II
15 a v
.... seems ... 27.4A
b. lC
c v ... 2t.,1 C
1 6 a v ' b lC: (too. formal). c v' (but only if the hooseholdls mainly femci/�l jl": ::m.t F ...
17 a v t/I� ' spedkerJs tI'Ie per owner) b v ' c it : ... 27.11= '
(but unJIIlellJ ff
18 a v
b lC
cv
4 which ... 3 1 . 2A
7 whose '" 3 1 .2A 8 what '" 31 . 2A 9 when '" 3 1 .2A
to-
30. 1 8, 30.2C, F
""
30.2B
c v II>- 30.2B, D b v ... 30.2C cv
...
..
30.2E, B 30.2E
9 the Duke really loves the Princess .. 30. 1 A, 30.2C
1 0 Could you provide a formal quote? ... 30. 1 B, 30.2C
1 1 Katharine kept her marriage
to Duncan a secret . 30.2B
"
"
2 c ",", 29!;2A
3' b.'" 2 9 . 2A
4 b ." 29.2A 5 · b ... 29.28
6
� a.: 29,2C
7 b " 29,2C
8
a '" 29,2C
1 2 John named the yacht Bettina . 30;28 1 3 brought the company a certain amount . of .class ... 3 0:2C
1 4 Will you show them. theway . to tlie motorway,? 30.2C 1 5 the magician pulleq' a rat>bit from his.hat ... 30.2D 1 6 the visitors that the prisoner didn't want to see' them ... 30.2F
.
1 7 Can you shoW me how to use ... . 3 0;2 F . thi.s machine?
. 1 8 she was well..qulllifled and , .• . had enough experience/she had . ehough experience and was well-qualified ... 30;3A
1 0 wherever II> 3 1 . 2C
1 1 •...'Aid�thisSAej3 mattestRem .... which this shop makes ... 3 1 . 1 A
1 2 Jaeh Aas !lrellarea Ris fa\'eI:tFite aisA Frefl't Delia Sfflith'5Feeill€ aaell. wl1iel� "'e isaBel:tttEl eat. -+ Jack has prepared his favourite dish. which he is about to eat, from Delia Smith's recipe book. ... 3 1 . 1 A
c v ... 30.2B
8 bv cv Unit 2 8. pages 272 to 279
5 whom '" 3 1 .2A
6 which ... 3 1 . 1 D
b v ,. 30.2A
3 b v c v'
3 E",ailstASyAave BeeElR'le E-mails have become ... 2 7. 1 C
9 l''1eeflje)ea¥ery"'tldl .... I've enjoyed it/myself very much: \II>- n.2A.
3 which '" 3 1 . 1 F
20 that I applied forlfor which I applied '" 29.38
... Unit 26, pages 256 to 263
7 v ... 27. 1 E
1 that II>- 3 1 . 1 C. 3 1 .2A
2 which \II> 3 1 . 1 D, 3 1 .2A
1 9 Apart from dismantling the lighting, ... 29.3A
. 30 v (but also one year'S sabbatical) "' 26.3C .
me 6 yeli aftal .... you and . ... 27 . 1 D
TEST 3 1
1 8 v ... 29•.3A
29 fl'telleFafaresses ..... dressmaker ... 26.3C
I� !
1 3 Bars i'la\'egetteffee iAtAe � -+ bars which/that have got toffee in the middle?/ bars with toffee in the middle? \II>- 3 1 . 1 A, B, 3 1 .2A 1 4 1*AAare'I.·sIle5f3iee>!Rieh elleRea lastyear. ..... St Andrew's Hospice. which opened last year. ... 3 1 . 1 D . E
1 5 tRe eit)!wl1ere I grew1iJ3 iA. . .. . the dty where I grew up.lthe city. Which/that I grew up in . .... 3 1 : 1 1"
1 6 tile reaiaeA�s ....118IilliFigAere -. the residents who are living here/the residents living here \II>- 3 1 . 1 G
tllat� weFtit -> a genuine Ming vase, which was worth Ii» 3 1 .2A 1 8 TAe BeAllFeBsel"JwllatI tela yelia�elit ..... The bank robbery that/which I told you about II>- 3 1 .2A, 3 1 . 1 B
17
agefll:tifle Miflg"8se,
351
19
�I�emaiR reBseR wilieR geverRrReRtsfall. -> the main
16
20 rRest ettllem I'rB\'eEl -. most of which proved Ii> 3 1 .28
Unit 3 1 , pages 298 to 305
TEST 3 2 I
2
e�'eRtRBtlgl!-
., ... 32. 1 A
-, but
I>-
32. 1 A
3 BtI�tiley's tra'ielleEl ratlAS tAe ..arls, tile) haEl - . They'd
travelled round the world but they had/Although they'd travelled around the world. they had ... 32 . 1 8
4 ., ... 3 2. 1 8
5
6 7
51>1'1 ABEl ser'o'eel alttletiglt -->
although she had served I<> 3 2 . 1 8
E'ieA altl
though they have had ... 32. 1 8
8 +key-area Ra",eR afI'eaee
--. Yet, they are a haven of peace and tranquillity. II> 32 . 1 8
astlleyarereali9tieally !,rieea, still. -'- 'Still, they will
certainly. be popular as they are realistically priced. ... 32.38
... Unit 32, pages 306 to 3 1 1
TEST 3 3 ... 3 3. 1 8
3 there was ... 3 3 . 1 0
4 It's ... 3 3 . 2A
7 it's '" 33.2A
I I 1Ft sI'ite afAe lias --> In spite of the fact that he had/In spite of having/Although he had II> 3 2 . 2
12 &e91'ite sRe "asa hBrRaR
there was ... 3 3 . 1 8 , 33. 1 A
2 there will be
->
Despite the fact that she was a woman/Despite being a woman/Although she was a woman ... 3 2 . 2
1 3 ., ... 3 2 . 2
1 4 AltllBliglitAefaettRattile
_ .• Although the machine/Despitelln spite of the fact that the machine II> 3 2 . 2
ma€Affie.
��BFtetReless - . M i n d you/Still/ All the same ... 3 2 . 3A
8 There's II> 3 3 . 1 0
9 there being II> 3 3 . 1 C
1 0 It ... 33.28
1 1 There are Ii> 3 3. 1 0
1 2 it is '" 3 3 . 2C
1 3 there
... 3 3. 1 0
1 4 there is ... 3 3 . 1 0
1 5 it ... 33.20 16 it is
... 3 3 . 2C
1 7 it ... 3 3 . 2 8
18 there's lit>- 3 3. 1 0
1 9 it's ... 33.2A
20 there to be ... 3 3 . 1 C
ill>
Under no circumstances can refunds be given . ... 34.38
TEST 34
UnIt 34, pages 320 to 327
Unit 3 3 , pages 3 1 2. t0 3 1 9
. She ... 35. 1 A, 3 5 . 2A 3 5.2A
� They/All of themlThey were all ... 3 5.2A
4 What they've done'is unforgivable! ... 34.-' C
5 · The reason (why)J i:;Ime by . blis is' [that) rny'·car has' broken down . ... 3 4. 1 0
6 All I want i s a second Chance,. 7 lack was the guy who told about the new club. lit>- 34. 1 E
"II
8 This is where we have to leave our bags and coats. ... 34. 1 E 9 That's what they told me. ... 34. 1 E
lit>- 34.2A
1 0 Lucky in'love he isn'tl I I Much more interesting were the interactive displays. ... 34.28
1 2 Also at the ceremony wasthe Lord Chancellor.
II>
34.28
the firefighters were unable to enter the building. 34,28
1 3 So intense was the heat [that.)
14 Stuck to my windscreen was a parking ticket. 1It>- 34.2C 15 Defeated though they were, they managed to keep smiling. ... 34, 2C
1.6 Beside'the river ban,k stands a gnarled old oak tree . ... 3 4.3A
1 7 Next isllt's the midnight movIe. lit>- 34.3A
TEST 36 I b
II>
36. 1 A
3 a
II>
36. 1 0
5 b
... 36. 1 E
6 a
... 36. 1 C
7 b
... 36. I E
8 b
... 36.2A
2
35
2 It wa.s the offi.ce keys Greg 10sUIt was Creg lost the office keys. 3 4, 3 What he's doing is
... 34. 1 0
20 ., ... 32.38
6 There ... 33. 1 0
1 0 IElealtile IIBl:Isemayal'J3€tlf' -. I deal though the house may appear ... 3 2 . 1 C
i2
1 8 ., ... 3 2 . 3 8 1 9 TReywill eeFtaiAI) ae I'el'1:I18F
5 It's '" 3 3.2A
9 ., II> 32 . 1 C
15
eRBII'l!,8gAe -+ Australian champagne, by contrast/By contrast, Australian champagne II> 3 2 . 3 8
1 7 Att5ff�
32 . 1 8
eYeRthey IIB'ie-11e4 - .� even
g666 e6rR!,8Ai6A (anile eIElerl), tRe FleeEl tetaileitfer
� A dog may be a good companion for the elderly. However, the need to take it for walks ... 3 2 . 3 8
reason why governments fall. II>- 3 1 .2A
II>-
Hi'll/eyerII fleg rRa) be8
6. neither do I/nor do 1/1 don't . ·either/me neither ... 35.28 T do so/do itldo that ... 35.2C
a ...
36. 1 8
4 b ... 36. 1 8
9 c ... 36.2A 10 f
10-
12 g
... 36.28
36.2A
I I e ... 36.2A
·S it/that ... 3 5 . 2C, 0
1 3 j 1O- 36.2C
1I>
1 4 k ... 36.2C if not/if they're not .. 35.20
f l � teaefetiAS iR
1 5 n il>- 36.20 ... Unit 36. pages 3 36 to 343
3'"811, beel.streetrest81:1reAts .... but in small. backstreet
ones II> 35. 1 A 1 2 �'¥efe . , The girls were ... 35. 1 B 1 3 I !,referrea e� -' I prefer red. '" 35.2A S6 ..e EliB -. so did we .. 35.28 'Se Bia I.' -. 'So I did . ' ... 35.2C
1 7 �19Fe!l nltlsele -> because he tore a muscle ... 3 5.3A 18 Well, tRe� rRtlst -. Well. they must be ... 3 5 . 3 8
1 6 ., ... 35.3A
19 ., ... 35.3B
2 0 tllattie IIllalOetMteate !!l:It � -. that he had wanted to ... 35.3C ... Unit 35, pages 328 to 3 3 5
1'8 Seldom has the government SUffered such a n overwhelming defeat. ... 34.38
19 . No sOoner.had we arrived than they announced that. the show was cancelled. ... 34.38
353
Key to p ra ct i c e exe rc i se s 2 are dying J am standing 3 believe 4 aren't doing 5 are clearing 6 do 7 aren't planting 8 understand 9 say 1 0 are always using/always use 1 1 don't have 1 2 aren't asking 2 1 houses 2 are trying out 3 don't eat 4 display 5 are currently showing 6 come 7 brings 8 come, don't take 9 are always complaining (always complain is possible,
2
3
but less likely because of the suggestion of annoyance)
3
4
S 6
l O is the orchestra playing 1 1 provides 1 2 do you consider 1 Judge blocks ban o n tobacco adverts/blocks tobacco adverts ban 2 Police chief admits errors during President's visit 3 Radio I outshines rivals 4 Fox-hunting bill does not achieve support needed/ necessary support 5 India snubs Pope o n eve of visit 6 DiCaprio film-makers face protest over beach 1 is minding 2 is knocked down 3 survives 4 becomes 7 intends 5 buys 6 hides 8 is recovering 9 is suffering from I 0 puts 1 I demands 1 2 do not know I A 2 A 3 B 4 B SA 6 B 7 A 8 A 9 A lO B 1 V' 2 AJ3J3ealsthe iaea . • Does the idea appeal 3 V' 4 V' 5 are ileariAg � hear/can hear 6 V' 7 tilere is lyiRg -> there lies 8 We're iR'o'itiAg -+ We invite 9 11" 1 0 � � .-+ are currently developing I I V' 1 2 V' 1 3 V' 1 4 � -+ rise 1 5 � � shelters 1 6 v 1 8 V' " '. are building 17 1 9 R9IYSR9'1.' "" are now showing 20 V' 2 1 V' 22 V'
�
4
S
6
l D 2 E 3C 4B 5A 6 E 7 C 8 A 9 D lO B 1 was standing, saw 2 was blowing, set off 3 felt/was feeling, collapsed, pressed, settled down 4 spent, were cooking 5 were living, hit 6 soared, announced 7 was getting up, decided 8 left, was having/had 9 took, managed l O ran into, mentioned l A 2 B 3A 4A 5B 6B 7 B 8A I turned 2 had just left 3 had taken 4 had expelled 5 had eaten 6 had been practising 7 had already booked 8 had been working 9 had hoped 1 0 had been suffering 1 V' 2 6i&-fleaf � heard 5 V' ,.., built 3 V' 4 6 tISe4e '''+ used to 7 '119t1la Ila...e "� had 8 V' 9 'HastelliAg -> told 1 0 V' 1 1 were BeeemiRg -+ became 1 2 ilael l1elJ3eel -> helped 1 3 � -> watching 1 4 V' 1 5 wereseAEliRg -> sent 1 6 11" 1 7 V' 1 8 ftaE1 J3t1BlisileEi -+ published 1 was 2 used to think! thought 3 was 4 had lived! lived/had been living 5 were/was 6 had met 7 would get up/used to get u p 8 h a d been enjoying/had enjoyed 9 became/was becoming 1 0 got out 1 1 had been painting 1 2 returned 1 3 had d rawn 1 4 had recently been asked 1 5 began 1 6 was beating down/beat down 1 7 sat down 1 8 had been publishing/had published 1 9 had been a mputated 20 had always wanted
2 B (A is acceptable in 3 A 4B SA 6 A 7 B 8 A 9 -'\ l O B 1 Most of the workers haVe bee,n/worked here since ' 1 9961sln(e the factory O�ned. 2 The guest performers have all arrived, 3 We have visi� the new theme park three times (so far]. 4 Everyone 1n my family has learnt the basics of First Aid, 5 The latest novel by the young Indian' writer Arundhati Roy is the best she has ever written: 6 The panel has not yet decided about the technical. irregularities. 1 1 A, 2B 2 1 B, 2A 3 1 A, 2B 4 1 A, 2B 5 1 B, 2A 2 hav 1 have unearthed been digging 3 found 5 has been 4 contained trying 6 perished 7 existed 8 walked 9 have been found 1 0 has d iscovered 1 1 has been 1 2 were d iscovered 1 3 has produced 14 has allowed 1 has been 2 has become , 3 has now started 4 was born 5 moved 6 completed , 7 began 8 appeared 9 go� 1 0 has since made 1 1 went' on 1 2 moved 1 3 has made 1 4 have been 1 5 has never been 1 6 marked 1 7 has been directing 1 8 has directed 1 9 has lived/has been living 2Q , married 1 H e has Suggested answers become one of the most highly paid Hollywood actors, and he has written filmscrlpts, 2 Willis was born in Germany in 1 955, to a father who was in the US army and a German , mother. 3 The family moved back to the United States, to New Jersey, in 1 957. 4 He 1 B
US English)
2
3
4
�
S
6
�
went to Montclair State College in New Jersey, where he got a role in a play called Heaven and Earth, then he left school and started acting. 5 His first main role was David Addl5�m in the hit TV show Moonlighting, for which h e won Emmys and Golden Globe awards, 6 His first hit film was Die Hard, which was made In 1 988, and he has made two sequels since then. 7 Willis has been starring/has starred 'mainly in violent action films s'ince Die Hard, although he ' has also made different types of film, such as Twelve Monkeys i n 1 995 and The Sixth Sense i n 1 999. 8 He has made more than forty films, many of which have been commercial successes. 9 He .: has had a severe stutter Since Childhood, but acting has helped him to overcome it as i t is not a problem i n front of an audience. 1 0 He was married to Demi Moore for 'ten years, until their separation in 1 998, and they had three ' children together.
certainly going to be (one h undred per cent) successful . 8 (The government expects that) another six thousand will have found work by the end of the summer. 9 WhenlWhat time will you be arriving/are you arriving on Friday? 1 0 Our daughter i s appearing i n the school production of Miss Saigon next month. 4 1 does their plane arrive 2 'm meeting 3 won't be!'m not going to be 4 finishes 5 'II be working/'m going to work 6 Will they be 7 'II have finished 8 'II be 9 'm having/'ll be having 1 0 ' m picking upI'll b e picking u p 1 1 ' I I have t o 1 2 're meeting/'ll meet 5 1 J 'II be staying 2 A is going to be 3 E 'II be watching/'m going to watchl'm watching 4 1 're filming/'ll be filming 5 C ' m going to complain!'11 complain 6 G 'II give 7 F 'II be looking at 8 B start 9 H ' I I be waterskiing 6 1 C 2 A 3 B 4B 5A 6 C 7 A 8 B 9 A (B is 1 0 C (B is possible) possible)
. 1 will meet/are going to meet 2 's going to jump 3 'II be sailing 4 'II answer 5 's going to shoot 6 'II have . died!'11 be dying 1 B, C 2 A 3 B 4 A, C 5 A, B 6 A 7 A, C 8 A, B 1 ". our opponents are going to win! 2 Our plane leaves at 6.30 in the morning. 3 My great-grandmother will be one/a hundred years old next year. 4 I don't think that humans will ever be able to live on the moon. 5 My parents will have been married for .twenty-five years next Saturday, 6 ". the band will be recording (then). . 7 Our proposal will certainly be/is
1 is about to 2 on the verge/point of 3 is due to 4 unlikely to 5 sure to/certai n t o 6 a r e t o 7 imminent 8 is due to 9 unlikely to 1 0 bound tolcertain to 2 1 is about to 2 expect 3 hopes to 4 should 5 is sure to 6 plans to 7 are on the point of 8 anticipate 1 0 guarantee to 9 is likely to 3 I The chimpanzees are not to be/shOUld !lot be disturbed during feeding time. 2 It's bound to wake all the neighbours, 3 , , , they are on the point/verge of discovering the secret of life, 4 Will you promise not to get drunk again tonight? 5 The road-sweeping
contract Is hi(el y to be withdrawn' from Dust;bOgs. 6 Everyone i n the v /Iage lived in fear of the impen ding , .. . .• volcanic eruption, 1 The " ' designer envisages
finishing/being able to finish the specitications by tomorrow afternoon, 8 (I really think) the examiner is unlikely to accept a handwritten script these days, 9 The store is about to close. 1 0 If medical research is to provide cures for all known diseases, it must be adequately funded. 4 1 , Oust) about to/going to call you, 2 , , , gOing to help me , 3 , , , to start/to have 4 . . . Oust) about started to/going to 5 , , , going to come/coming 5 1 V' 2 ffiIe -� imminent/ forthcoming/impending 3 will -+ would 4 ge -+ going 5 tI' 6 sigfI -> Signing 7 aHewea --. 8 ijkejy , -+ allow/have allowed going/due 9 V' 1 0 S\H'e '" unlikely I 1 V' 1 2 1'eGf*f\ ' reopening 1 3 ab9t+t " . sure/ bound/certain 1 4 V' 1 5 � � hope 1 6 V'
1 We hope that the soldiers don't experience 2 not to turn their TVs off 3 the subjunctive is usually no different/not usually d ifferent 4 didn't try to repair the TV himself 5 Not a great number of/Not many songbirds 6 you get no/don't get any impression of life 7 I was not willing/unwilling to help the children 8 neither commonplace nor accepted 9 The estimated fee for the project was not unreasonable 1 0 I don't think that our company will be offering aid I 1 she's not a good guitarist 1 2 is not especially powerful
355
2
I Doesn't she (already) belong
2 Aren't you taking
to it?
your holiday i n that week?
3 Haven't you done it yet?
4 Why don 't you join
us?lWon 't you join us?
7
did n 't y o u b u y any, then?
Don't you think those hair
extensions look awful on older
women? 8 I s n 't she/Is she not
3 I
giving "
Phil denied that he had any 2 . . . we will
involvement .
be obliged to disconnect your/the electricity supply.
3 Few (people) from the
4 . . are not
housing
5 It is hardly
dissimilar.
possible to capture . .
7
6 . . . deliberately misinformed the investigators.
I t ' s best
Which applicantlWhich of the 2 How long
divorce?
4 What else did you
but .
1 0 I l legible
I
automatically rejected,
5 "I
incredible
2 u ncovered
4 unusual
.') illegal
discourteous
6 i m possible
inconvenience/disadvantage
8 d i sadvantage/inconvenience
9 unintelligent 1 no
3 Few
4 Not only
5 misleading 7 not for
1
1 0 unavailable
2 not recognising
9 unwilling
6 not unlike
8 no intention
1 0 noncommittal
� ... anything Line 7 _ . . + any Line 9 � . . • have Line 1 0 Net; fBi' . � Not only Line 1 01 1 1 iIe "ElOlIEIn't gi",e A'le neRe Eltf1er 1 not wishing
1 2 may not
6 Line 5
he WOUldn't give me any
� .� dishonest Line 1 6 EIe&t . + do Line 1 7 EliElR'ttell Ale ...+ told me not Line 2 0 €iIfH; -. can line 22 ElEln't I1Elf3c itis . hope not Line 2 5 Have . other/he would give m e no other
Line 1 3
like what?
3 Has
4 Which one are yO\l
you see?
5 Oh, who did 6 But why can't
aren't you?
2 Isn't it?
3 didn't you? 4 i s there?
persuaded David to stay in the
it?
team [any longer)?
6 What's
tile point in/ls there any point in complaining about faulty 7 Which watch will
goods?
diving?lWili both watches work 8 For whom did the
7
5 Have you?/Are they?
you?
6
2 It's unusual
5 will you?/could you?/would
you? 6 have you? they?
I
8 will you?/can't you?
9 hasn't it?
3 I
1
7 were
1 0 can you?
1 2 was he?
didn't she?
J'd like to know why it took
you so long to deliver this
2 Can you tell me if
parcel.
Harriet has finished the m i nutes of the meeting yet or not?
3 Could I possibly ask
to know whether Jonathan will be staying for dinner tomorrow evening,
6 Does the brochure
say how often the bedlinen i n the villas i s changed?/how
often the bed linen is changed i n the villas?
7
Do you know
1 0 Toilet I
I
All the
formalities w i l l be taken care of.
1 2 I was made to open my 1 3 The government
suitcases.
is said to be out of touch with public opinion.!lt is said the
he
government i s out of touch
6 did he ever find out who his
ought to have been sent to
4 Can you tell us what his
5 Did
1 5 Stephen
prison for life.
7 H e entered his
father was?
1 4 He
with public opinion.
ever fin d out his true identity?
was given a n upgrade to first
chosen career quite late, didn�r . he? 8 What Interrupted it?
class.!An upgrade to first class
1 6 We
was given to Stephen,
9 When d i d he pick up his
know when he started acting in
were allowed/permitted/given
considered (his) best, d o you
1 7 He was seen to enterl
career again? films?
1 0 Do you
permission to park the caravan in a farmer's field overnight,
1 1 Which film is
think?
entering the building carrying a
1 2 He won an Oscar
for that, didn't he?
win anything else?
shotgun .
1 3 Did he
unworkable.!lt is thought that
sure that younger people
the proposed legislation is
remember him in a very
unworkable.
boys were playing in the street.
2 0 The twins have been given a
2 whether
puppy for their birthday.lA
3 HoweverfHow/How on
puppy has been given to the
earth/the heli/in heaven 4 makes
6 Which
5 releasedfpublished
7
the use
9 B y which . 1 0 Who o n earth/in heavenl
twins for their birthday. 2
8 hardly/scarcely
the heli/WholWhoever
1 9 A pane of
glass was/got broken while the
remember him in a very
7 1 who/what
1 8 The proposed
legislation is thought to be
1 4 I'm
d ifferent role, won't they?
5 I ' d like
rear of block B.
marriages, isn't it? 3 How Jong
4 Please let me know when the suites will be ready.
circuit cameras.
faci l ities may be found at the
for
you why you keep so many old
new curtains for the hotel
being monitored by closed
famous actors to have lasting
different role, don't they?/wili
cars outside your house?
9 This area is
prosecuted.
1 2 won't you/w i l l you
the getaway car?lWho did the
2 1 won't you? 2 were there? 3 hadn't he/she? 4 need we?
8 All shoplifters will be
1 1 didn't you?
childhood was like?
for?
work i s being carried out.
tsn't
exactly had they been marrie9?
accused steal the getaway car
7 Hard hats m u st
sequence.
be worn while construction
accused steal the getaway
car?lWhy did the accused steal
arranged i n chronological
6 1 Sir Alec was 86 years old: wasn't he?
6 Our displays are
. alarm.
9 Did you really?
1 0 shall we?
5 This
supplied with a plug,
car has been fitted with an
8 could
haven't they?
4 This appliance is
animals.
7 what
do o n the/your holiday?
5 Could/Couldn't you have
.' product has not been tested on
heli/in heaven 5
3 This
completed i n black ink.
8 What on eartl1lthe
else . . .
I
2 The form should be
he
[really)?
you?/But why not?
had you been giving the pigs that (type of) feed for?
3 Who told you about my/our
I
going to take?
applicants do you think is (most) suitable?
2 Do
provided during the i n terval.
1 B
2 D
3 A
4 C
6 D
7 A
8 B
9 D
1 D
2 J
3 A
4 C
l l C
3
12 B
13 D
Set a: 1 B
2 C
3 A
Set b: 1 C
2 A
3 B
S A lO A
14 B
5 H
hills.
deciphered.
3 B The prisoner
2 .....
1 5/ 1 6 thus
the mysteries of Egypt's
fabulous history and culture
4 D
was executed at dawn .
Lines
all the great monuments to be
beaches backed by verdant
1 Refreshments will be
race.!whether SChumacher won
4
while .
applications will be
8 I wonder whether or n ot
1 Oh. who told you that?
possible for the i n scriptions on
1 D She was entranced by the
stunning vista of long white
Schumacher won yesterday'S yesterday's race or not.
I
5
go to for the Eiffel Tower?
hope it doesn't last
Brazilian rainforests has had .
pop stars make it as actors,
356
af3f3reciate -+ appreciate Line 3 2 ElEln'tRElf3e itlasts -.
which metro station we shQuld
. +
work (better) while I'm scuba
9 Pop stars rarely/Rarely do
5
REl sA'lElI,er EIe&t
Line 29
to avoid (talking about) topics
8 The deforestation of the
4
Line 2 7
non-smoker
5 Why
6 0h ,
d i d n 't you tell me?
Haven't
were finally unlocked.
The estate was i n herited by a man who had never known
that he had rich relations, 5 .....
7 C I nformation is
6 .....
I sa-i&-fRe
collected from . . a n d entered into the database.
8 A The
3 .....
l i ft in our block has been vandalised. 9 ..... 1 0 AlB
5
1 1 C This form must
salesman added, ' is one of the most popular small fam i ly
were interviewed by several members of the international
1 4 B The
1 3 .....
saloons now.'
2
Spanish the night before
sentenced to fifteen years in
because she had been out ali
1 5 C Milk is heated to
day and had got home late.
1 1 0°C and then rapidly cooled
She said she'd ring again to
to produce the final
find out what the homework
pasteurised product.
was,
6 1 Daphne is!will be having her 2 A series of
be passed.
3 We were
blood test. She said tllat she 's
/she was going on holiday i n
rigorous drug tests will have to
t h e morning, so s h e ' d be
grateful if you could ring her
a llowed to use the village
back later.
4 The project having
chat about some problems Joe
5 We resented
seems!seemed to be having.
not having been consulted over
He said he'II/he'd be at the
6 I'll
the expansion plans.
school until 6 . 3 0 if we'd l i ke to
have t h e caretaker open the
gates early for you.
call him back.
7 The
as you/we hadn't i n c l u dedl
8 She got
d i d n 't include credit card
sacked/got the sack for being
details on your/our order form.
late so often,
He said they have/had to have
7 Any seven of the following
these details or payment in
Line 4 a strange stone was d iscovered
was captured
7
Line
Lines 1 21 1 3 hieroglyphs, in
which sounds and meanings
are represented by a type of Line 1 4 the puzzle of
their written language had
been solved
s a i d h e ' d await your/our
and
Line 9 was asked to look
writing.
advance to fulfil a n order. H e
Line 6 the stone
moved to the British Museum
Lines 1 4/ 1 5
4 (that) they
couldn't fulfil your/our order,
suspect is believed to be in hiding . . .
3 he thinks!
thought we need/needed a
been completed, w e were able to leave early.
2 that she was phoning
to find out the results of her
new car delivered this afternoon,
hall .
Most likely answers
1 that she hadn't got to
man was convicted and
jail.
saiEi that'sa lie, Mil1ister
•
6 'The new Honda Civic, ' the
1 2 D The terrorists
press corps.
2 .....
said, 'That's a lie, Minister. '
be completed i n black ink a n d
signed.
said to m e
..
shouted that 11e wanted
Foxes are hardly ever seen i n
daylight.
4 shElOlteEi he waAteEi
3
i n structions. Most likely answers 1 he's decided to stay another week a s the research i s going so well there,
2 they had got
tickets for the opera in New
York at the weekend.
smaller islands of the
3 the
archipelago were mostly
357
uninhabited and very peaceful.
Mike and Sarah's wedding.
4 her mum was/is really ill. She
said that she wishes they he r.
her whole team.
5 the house was in a
director suggested trying the
very pleasant cul-de-sac, and
scene a different way.
there weren't many children or animals here.
he decorated/had decorated their living room.
7 we should
switch to a n online banking
system for the household
accounts.
8 had been living
together secretly for years
before they revealed their relationship.
9 that we
mustn 'Uweren 't to leave our
car in those parking bays for
more than twenty m i nutes at a
time.
4 I
1 0 there is no such
thing as reincarnation. 2
flsssillly eStilEi she �
-+
he could
could possibly to be drafted
6
... 4 tela IlS let .... • she
..
3 te-Elfaft
5 � .. .. if
wl1eFe illlY . ... where to buy 7 � ..... all night. 8 is
told us to let
tileIlreilleffi -' the problem was 9 beggeEi te l1eFlaAEilerEi .•
begged her landlord
5 I Geraldine refused to take 1 0 EafI ... could
I 2 My
mother reminded me that I
6 the accused
had first met the Wilsons when
I I The
contradicting Julie in front of
didn't live so far away from
had had my tonsils taken out
6
9 must Stop 1 0 wouldn'Ucouldn't have happened 1 1 don't want . 1 2 stay
2 I If it doesn't rain, the crisiS not be averted/we will neil � able to avert the crisis. :The
tourist industry m ight have suffered if the government hal:! not stopped releaSing polhJtlon
when I was about nine. 1 C
6 B
2 A
3 A
7 C
8 A
4 C 9 C
5 C
lO A
levels in J une/had continued release pollution levels.
7 Possible answers (and actual 1 AI Capone: 'I've
quotations)
respiratory problems . ' 4 II the governments involved had: take.. positive action after the 1 997
except the casualty list of the
World War.'
2 President
'I would
never read a book if it were
crisis, the current crisis
possible for me to talk half an 3 Pablo Picasso:
'Age only matters when one is
arrived at a great age, I might just as well b e twenty.'
4 Jean-Paul Sartre: 'The world
could get along very well
without literature; it could get along even better without
countries affected had a 3
ti l
Ministry of the Environment: . 1 F
2 H
3 G
4 E
5 A
4 1 G WOUldn 't be/might not Qe. 7 B
8 D
9 J
IO C
L wouldn't have broken/migh'
not have broken
2 H would/I
UNESCO: 'Since wars began i n
J would/mi ght be
3 C would
minds of men that the defence
K would/might be
. 4 A might:!
man . '
5 A spokesperson from
the. minds of men, it is i n the
F would be
her back again.
that will accept me a s a
3 Pete
recommended (going to) the new Thai restaurant.
4 The
departmental manager blamed me for lOsing the Siemens
contract.
5
The disc jockey
want to belong to any club
member.'
7 President John F
Kennedy: . Ask not what your
country can do for you; ask what you can d o for your country.'
8 Albert Einstein: 'I
considers Oasis to have been
know why there are so many
6 The fan apologised for
wood. I n this activity one
the best band of the nineties.
confusing him with George Michael.
7 The police officer
people Who love chopping
i mmediately sees the results. '
obscene phone calls to the office.
8 My friends
encouraged me t o do the Swimathon with them.
9 Mike's brother volunteered
to organise the collection for
5 D would not have been,
5 l A V' B V' C K
3 A K B V' C K
her parentS-in-law, she keeps
to herself.
2
After her
it
husband's death, Mrs Jenkins
sold the house to her son on
the condition that he lived in it himself.
3 Unless you request
the goods by normal first-class
I hadn't eaten
2 stand
3 won't function/might not
function/may not function 4 wouldn't have
6 want
7 is
5 walked
8 would/might
1, afesllilffiitleEi .....
.submitted 2 V' 3 Fe€eiYes .... receive 4 MaytRe Pr8siEleAt l1avea leAglife! ...... long live
post.
4 Use a power breaker
when you mow the Jawn in case
you cut the electric lead.
5
The library computer can tell
you whether you have any books out on loan or noU
5 V'
the President!
"_ -. be worn
6 are
1 You look as though you've
2 I'd rather you
3 What if they don't
accept your explanation?
4 It's time we paid the. bill. S Suppose I complained to the
6 They'd rather we
7 She acts
of the club.. 8 It's about time you called your parents. 6 A
1 1 M 15 A
7 A
a lready closed the store for
rather/sooner you didn't let
the dog sit in the front of the
5 1
car.
EliG
RaE! .... would
listened
4 V'
were
3
2 Iistefls
..... would
-.
were
7 V'
8
ye!,l'lI see
V'
2 be kept clear 3 were 4 was/were blocked 5 hadn't agreed
6 kept
able to
freedom!
4 1 to pack
2 0 to settle 3 pressing
record
F He treats
that dog as if/as though it was
human!
3 M
8 T
12 M
.4 T 9 M
13 T
5 T
lO T
14A
.4 I I wish you'd told us that you were leaving. 2 Suppose they hadn't got a receipt? 3 It's (about) time we went. 4 If o.nly I was/were as agile as I
used to be. 5 I wishllf only I could play the piano. 6 I wish she would stop criticising me. 7 Treat my home a s though it was/were your own. 8 If onlyll wish I had gone to
5
get
1 A
6 A
1 1 C
15 B
6
19 B
2 C
3 B
12 A
2
elleAiAgtAe
9 A
13 A
16 B
17 B
20 C
1 to say
4 B
S A
2 to ask
8
lO A
14 B
18 A
3 to find
6 living
filling i n
1 0 to take
1 5 to
5 C
5 cooking
7 to make
1 2 to cash
.... me
l I to
1 4 looking
7 B
4 bringing see
9 to
1 2 to announce
1 4 to be
I my
4 to enter
6 conduct
1 3 seeing
you changed you r phone!
E I wish/If only
2 leaving
1 0 hovering
achieve
C It's (high) time
I was/were taller!
1 9 passing
7 eating 8 to get
B long live
u p this room!
1 0 calling
1 7 to like
S washing
7 was/were
D I wishllf only you would tidy
9 lying
1 6 to swim
1 0 not have to
dangerous!
5 to 7 to arrive
4 to exceed
6 keeping
1 8 meeting
8 haven't told
9 demand
2 to call
l i to go I 2 to avoid I 3 to join 1 4 feeling 1 5 to ca rry
9 �
6 1 was finally resolved
1 to pass
3 avoiding 8 to apply
.....
stayat Reffie ..� I left home
stocktaking!
notice
6 RlHs ..... he was/he
you see/you saw 10
3
5 W9tIIEi-ge .... could be/
didn't wipe your feet o n the
3 l A 2 M
1 0 to find/discover they had
1 0 I 'd
something slightly less
be
as if she was/were a member
4 A V'
6 1 Even i f Sophie doesn't like.
1 0 C
on my current account.
9 She wishes she
refer/we didn't have to refer
went with them.
2 A K B V'
B V' C K 5 . A V' B K C V' 6 A K B V' C V' C K
5 C
12 C
police?
next-day delivery, we will send
accused him of making
have won the quiz! 4 C 7 1 B 2 C 3 A 9 A 6 B 7 C 8 B
not have been destroyed,
accept my resignation. I don't
to discuss her problems behind
Tv studio, our team would
carpets.
best friend warned me never
6 Groucho Marx: ' Please
8 You will be awarded marks feir trying to answer all the questions, whether the answers are . correct or not. 9 .You're welcome to bring Lucinda as long a s she doesn't - moan about her work all day. 1 0 But for your stupidity i n the
been unwell.
wou,ld not be, I would not be
2 My
We
wi l l not achieve the deadlin.e uliless you provide all the resources we have requested.
might never have been formed,
of peace must be constructed. '
part in the new play.
7
university.
had more friends.
7 A I ' d rather/sooner do
protection if more of the
ageing. Now that I have
the police found out?
1 1 B
might/would not have happened. 5 There m ight � more serious environmental. .
hour with the person who
wrote it. '
to
3 'You should wear a face mas!( if you have/suffer from
been accused of every death
Woodrow Wilson:
whether or not you have any books out on loan. 6 What if
experience
1 0 The team manager regrets
9 to
l I to open
I 5 to know
1 3 buying
1 6 wondering 1 8 learning
1 7 to join
1 9 to attend
opening of the 3 sRe ..... her 4 fl&t ..... no 5 wa* ... waiting 6 � ... making of a 7 fl&t ..... no 8 we ..... us/our
2 0 to write
10
(Extra unnecessary phrase is c.]
eallailleIiltiAg ..... capable of
9 te-make
-+
making
2 1 to be handed In tomorrow. lifting
2 enough to join the army. 3 to arrive late.
4 able
l D 2 G
3 A
4 F
5 E
6 B
2 1 sitting i n the armchair
2 Being able to speak Finnish 3 having split u p with his wife
to give you an a nswer right
4 discovered under the floorboards 5 Having moved
the government closed the
7 making me feel sick
the office this morning.
9 built to last forever
Amanda was going to marry
temperature
to/allowed tolpermitted tolfree now.
5 to catch the criminals
borders.
6 a decision to close
7 s u rprised to learn that Ronald.
8 a s not to frighten
the public.
9 to the bank this
morning to check the balance
out
6 Left for too long
8 Not
being very good with figures 1 0 Washed at a cool
1 1 People
playing loud music late at night 1 2 Having been unemployed
for so long
1 3 Given enough
359
time 1 4 The people living closest to the river bank I 5 Not having registered 3 I � ..• To study 2 ee � .� to be honest 3 V' 4 V' 5 ts De DeiAgrich " . to be rich 6 ts !'la'ie DeeRgSRe . • to have gone 7 ts mugged . .• to be mugged 8 V' 9 oot ha'le seeR .. • not to have seen 1 0 to Rave ElesigRed . .• to have been designed 4 1 E 2 C 3 A 4 F 5 B 5 1 Carlos joined a dating agency to find a girlfriend. 2 Having left my keys at the office, 1 couldn't get into my flat last nigllt. 3 Not having a visa, Manuela can't travel to the USA. 4 My nephew emigrated to Australia to start a new life . 5 A new dam was built across the river, flooding thousands of hectares of farmland.lA Ilew dam having been built across the river, thousands of hectares of farmland were flooded. 6 Having been restored by experts, the old house regained its former glory.!The old house had been restored by experts, regaining its former glory. 7 Not being very fit, I was unable to finish the marathon. 8 Their children having left home, Dave and Maria felt they should move to a smaller house. 9 They got home early to find the place had been burgled. 1 0 The only persoll to stay behind was the caretaker.
6 (Participle and infinitive clauses l!fI!i£Ll.ia�) Dating from 19i1 and �j;j ruuriUl�� , The
!..,a:;til1li.il.lrnQ& .ttl!:.es\.hru!r.�..t1ll: film...!.s..s.n.i!��Mg
scope and ambition. It is the story of a New York mafia family headed by Marlon fu:MJjQ.i!.s.. :.the Godfath�
Although Brando has the title role it is AI Pacino, playing his troubled son and heir M ichael, who steals the show in a masterly performance. .$..trugng gli to reconci� Qill.aste.JQr crime and brutality
:wlt.!:l..hj�"�Ulf.f�J1Qn.Q!Jr a�, Pacino's character
embodies the moral dilemma at the heart of the movie. IQ..iJ.d}ieve his airn of taking the audience on an emotional rollercoaster ride the director i ntersperses long scenes of family life with shorter sequences of extreme violence. (or: The director intersperses long scenes of family life with shorter sequences of extreme violence to achieve his aim of
tS!hlngJ.!:le�� �QtiQn
violence may shock some viewers. But anyone � tQJJut up with this will enjoy a unique dramatic experience. I n fact, for m a n y people The Godfather is the greatest American film (tQ have been) made in the 1970:;. 7 1 Being so charming, Martin is 2 Having graduated (from college) I took 3 Not to have made more of 4 said Mary, throwing open 5 launched an advertising campaign to increase 6 a great shock to find the old house 7 to those prices, to be frank. 8 Planted in a sunny spot, the shrubs 9 to be the first (flat) to be sold/to be sold first. I 0 Not having had the benefit of 1 1 Being such a perfectionist, Sophie 1 2 buildings not to have been destroyed/buildings that had not been destroyed
1 Go on 2 arranged 3 released 4 maintain 5 looking at 6 cut down on
7 abolish 8 face up to 9 arrive 1 0 made up 2 I Would you mind seeing to it/sorting it out yourself? 2 I ran into them at the supermarket this morning. 3 I've fixed it u p for ten o' clock tomorrow. 4 You're always running them down, 5 I ' m sure the police will l�1( into it. 6 The builders carried it out very professiona lly. 7 Could you pick them u p from school tonight? 8 Has Perry got over it yet? 9 She rea" looks like them/takes after them , doesn't she? 1 0 Would you point them out for me? 3 (Suggested answers) 1 He takes after you. 2 Put it down! 3 Please take it off. 4 It doesn't go with it. 5 Pick it u p ! 6 Drink it up. 7 Look at them l 4 1 I ' m looking forward to it 2 turned tile handsome prince into a frog/turned the frog into a handsome prince 3 I've given it up 4 they've done away with it 5 for whom the team manager paid a million dollars 6 it was set up by my grandfather 5 1 let out 2 look up to 3 come across as 4 set up 5 deal with 6 aimed at 7 points out 8 look into 9 face up to 1 0 fill in/fill out 1 1 find out 1 2 act out 1 3 CQver up 1 4 keep away from 1 5 running down 1 6 let down 1 7 cut down I 8 comes down to 6 1 I ' l l just turn the radio down 2 We've finished off the kitchen 3 we're doing up the dining room 4 We're turning it into a second bedroom 5 I've just put the wallpaper up 6 stay up 7 sorted out 8 putting her up 9 get on with each other 1 0 put up with her 1 1 looks down on m e 1 2 takes h e r coat off 1 3 sits down 1 4 I think I might take
1 5 looking
9 F 10 A 2 supply. with 4 J
1 convince, of
3 prevent/stop , from
5 B
4 cure, of 5 present, with 6 blame, on 7 explain, to 8 stop/ prevent, from 9 accuse, of 1 0 disagree/agree with, over/about 1 1 apologise to, for 1 2 depend/rely on, for 1 3 agree with. about/over 1 4 rely/depend on, for 1 5 quarrel with, about/over 1 The firing squad aimed their rifles at the condemned man. 2 V' 3 The brilliant architect presented iler i maginative proposals to us/presented us with her imaginative proposals. 4 My uncle blames his hearing problems on old age. 5 V' 6 Do you agree with her about the corporate sponsorship deal? 7 The crippled patient was cured of arthritis by the doctor's radical new treatment. 8 Why won't you even discuss it with her? 9 V' 1 0 Gerald was accused by the court of lying under oath/of lying under oath by the court. 1 for 2 in 3 of 4 to 5 of 6 on 7 of 8 for 9 of 1 0 of l i to 1 2 with 1 3 of 1 4 for 1 5 against 1 6 of 1 7 with 1 8 in 19 of 2 0 in I Isaac was getting more and more fed up with his lack of progress. 2 They say tile terrorists are responsible for the atrocities. 3 My students are i nterested in our film and photography course. 4 The public rarely feels sorry for politicians caught behaving badly. 5 We were was astonished at/by the quality of her singing voice. 6 I don't think he's (very) fond of spicy food. 7 Excessille
consumption of fried food can be harmful to the arteries. 8 I ' m afraid I ' m short of change at the moment. 9 Our neighbour'S remarkably good to her cats. 1 0 He is famous for his performance in Othello at the National Theatre. 1 1 1 ' 111 (completely/very) sure of his abilities. 1 2 I am grateful for your swift response to my enquiry. 1 3 My two brothers are (very) different from me. (US: different than) I i, The new legislation is concerned with deregulation of the airline industry. 1 5 I ' m curious about/to know how the magician did his tricks. 1 6 My colleague is keen on all these new electronic gadgets. 1 7 The daily swim seems to be good for him/his health. 1 8 The research team is engaged in a brand new project. 1 9 We aren't hopeful of them/their reaching the final round. 20 Inspector Morse believes the blind man is guilty of the m u rder. 6 Across: I answers 3 with 4 depended 1 I about 1 2 convi nce 1 3 delay 1 5 praised 1 6 Illake 1 7 from 1 8 worthy Down: 2 supplying 3 whether 5 demand 6 that 7 provide 8 crowded 9 meeting 1 0 to 1 4 eager 1 7 for
1 managed to 2 couldn't/ wasn't able to 3 can't 4 is able to/can 5 will be able to 6 were able to/managed to 7 can't 8 being able to 9 be able to 1 0 has succeeded in 1 1 can 1 2 being able to 1 3 haven't been able to 1 4 were unable to/weren't able to/didn't manage to 1 5 can 2 A 3 B l ( 4 D 2
4 I You could/Illight have helped 3
1 C
2 D
3 A
4 B
me (with the carjl 2 Twenty years ago I could/might have bought that apartment for $30 ,000. 3 We could issue the tickets today if you gave us your credit card n u m ber. 4 Tile service i n British restaurants can be q u ite surly. 5 Is it possible that the disparity i n the figures is due to a computer error? 6 They could/might/may (well) be Oil the next train. 7 He can 't/couldn't be responsible for the error; he looks too experienced. 8 The s h uttle bus might/may not be working at the moment . . . 9 You could/might have given me their phone number! 1 0 Unfortunately, you can't grow bananas in the British climate, 1 1 With any luck our team could/might win the championship next year. 1 2 jim might/could have taken it . . . 1 3 The results may/might have arrived by tomorrow lunchtime. 1 4 Wilo can/could be making all that noise next door? 1 5 There may/could/might be other intelligent life-forms in the u niverse. 1 6 We can now/are now able to predict 11urricanes quite accurately thanks to satellite technology. 1 7 He may/might not be at home; the lights are off. 1 8 My sister could/might be a huge star with a little bit of luck. 1 9 Carrie could/might have
worked in New York . 20 I couldn't/could never live in a house without a garden. 5 1 COUldn't 2 could 3 could havelmight have 4 couldn't Ilave/wouldn't have 5 could have/might have/may have 6 was able to/managed to 7 was able to/managed to 8 can 9 succeeded in 1 0 l1lanaged to/was able to
361
6 1 B 2 B 3 B 4A 5A 6 A 7 A 8 B 9 B lO A 7 I could get/were able to get/managed to get 2 might be/may be/could be 3 can accommodate 4 can't invite 5 can't organise 6 might/may
not make
7 could always get
8 might/may have told
could have spoken 1 0 might even have got I I Could/Can we borrow 1 2 can/could have 1 3 hasn't been able to find 1 4 can't have I 5 can have 1 6 could always ask 1 7 could have spoken 1 8 might/could have given it up I 9 will be able to ask/can ask/could ask 20 was able to fix/managed to fix 9
I 3 5 7
do I have to 2 have to must 4 will have to obliged to 6 has to supposed to 8 should 9 having to 1 0 needs I 1 need to 1 2 had to
2 1 A 2 B 3 C 4 B 5C 6 A 7 C 8 C 9 A lO B II A 12 B 3 I required 2 should 3 need not/do not have to 4 must 5 should 6 need not/do not
have to 7 required/obliged 8 required/necessary 9 should 4 I She can't have been o n the train. 2 She must have missed it. 3 She must be the child's mother. 4 She can't have phoned her parents. 5 It must have been raining. 6 The man must have slipped on the banana skin. 7 She can't be his wife. 8 Someone must have phoned for an ambulance. 5 I You must try this sundried tomato bread. 2 You don't have to get a n . . . 3 The government should not have tried to . . 4 You had better
not chat up , . 5 We didn't need to book the table as . . . 6 My hair's much too long. It needs cutting soon. 7 The gas supply must be disconnected before you remove the boiler/before the boiler is removed. 8 latecomers will not be allowed to enter the theatre ' 9 Why are we required to state . . . I 0 The solicitor must have received . 1 I It should not be difficult . . I 2 Patients must not have eaten or drunk anything . 6 line 3 St,lf'lf'l9SeS obliged/required Line 6 sllofllS Ilaveget iR must have got i n Line 7 tllere mt,lst Be .... there must have been Line 8 ¥oIj'S Betterref'lort it -· You should/ought to report it Line 1 2 AeeSR'tIlave iR'/iteS didn't need to invite Line 1 4 fleeEI ". need to -+
-+
-.,
3 Shall I take the minutes? 4 Wil1lWould you Come Witi'! please (Sir)? 5 I would Ilke you to respect me. ,,' 4 I C 2 B 3A 4A' 5C 6 C 7 B 8 A 9 B 10 C 5 I Pedro would prefer to live In a real house. 2 Esther WOUld like the governm ent to prov de free medicin e. 3 Sun,· Ll Would rather not go begging In the streets. 4 Hana thinks it would be nice to have some beautiful clothes. 5 Sunil wishes that rich people from the city wouldn 't dump lhetr rubbish in the village. 6. Marla thinks it would have been ,good to go to school. 6 line 6 loIe'S Be ,'isitiRg ---',He'd be visiting Line 8 sRe'\'9R't she wouldn't Line 9 � Ilave i'lasteReS -+ would hasten line I I wiII-ifIsist would insist line 1 2 WOA'titBe Wouldn't It be line 1 4 I sllaA'tsay .... I wouldn't say line 1 6 \to/ill I malle Shall " make line 1 7 � ffweR will be frozen line 1 8 118'5""allIeS he'll .' have walked -->
,-+
-+
1 won't work 2 would always say 3 will easily hold 4 will be having 5 will have prepared 6 would always argue 7 will stop 8 won't have started 9 wouldn't come 1 0 will watch 2 1 they will do 2 they won't do 3 She'll d o light cleaning 4 she'll get the shopping 5 she won't do anything heavy 6 she would prepare supper 7 She will say (exactly) what she thinks. 8 She wouldn't eat it, 9 will pop i n 1 0 he won't ask them for help I I the car wouldn't start 1 2 Would he wait for me? 1 3 he will try to cope by himself 1 4 if you'" wait for a few minutes 3 Suggested answers: I Will youlWon't you have another piece/some more cake? 2 You will all write the/this essay for homework.
--+
-->
I I've been waiting 2 They were trying 3 She won't have/won't've returned 4 this policy does not Include [no
contraction - formal English) 5 He mightn't have known/He mightn't've known (in spoken English) 6 Doesn't their boss:
realise 7 he hadn't been taking 8 Didn't/Doesn't she appreciate 9 the bank is unwilling [no contraction -. formal English) 1 0 Hilary's not expecting/Hilary isn't expecting/Hilary wasn't expecting I 1 They really should've told 1 2 have not been received (no contraction formal English)
, Do help yourself to a drink. 2 He did promise to behave himself in future. A 3 Do pay attention, young man. B 4 The dog does enjoy a good run around the park. A 5 Do take your feet off the table. B 6 Do keep quiet, B "7 Do come and join uS. C '8 Do make yourself at home. C 9 Jane did manage to lose quite a lot of weight. A 1 0 The children really do love the Disney channel. A 1 I haven't (got) a clue what the answer isJI don't have a clue . . . 2 Don't forget (that) you have (got) an appointment with the sales manager at ten . 0' clock. 3 Has You r Honour . any further instructions on this matter? 4 What does Clare 'd o (for a living)? 5 She won't . have (anybody using) bad language at the dinner table. 6 He's been having you on. 7 Will this piece of fabric do for the new curtains? B This floor could do with a good wash. 9 You've been had! 1 0 It hasn't been/isn't quite done yet. 1 I What did you have for your staff lunch last week? 1 2 I think he's having an asthma attack. line 4 sI:te-ewtls -.. she's got line I I ¥oflr"'aireeAtaiRS elEteAsioAs, seesA'tit? -4 You've got extensions, haven't you? line I 3 tof'lossess -+ to have line 1 6 caA recei'/e ..... can have Line 1 9 Tilere isaR af'lf'leiRtFAeRtferYOIl You've got an appointment line 22 (il9!lSeSS - + have line 24 iReilllgiflgiR -... having line 2 5 EaR 9BtaiR .... can have line 26 if:l€II:K:IeS -+ has Line 27 ),OIlFf$l'lilycOAtaills '" If you hallelyou've got Line 28 � .... have Line 30 Ilas·� .... has/has got line 3 1 is teemlAgwitll ..... has C
->
5 1 A 2A 3 B 4A 5A 6 A 7 B 8 A 9 B lO B 1 1 B 1 2 A 13 B 14 B 15 B
1 Heavy rains have made parts of the road impassable. 2 We're going to have the roof done next spring. 3 It's all part of the research I ' m doing for my d issertation. 4 I ' m rather busy/I ' m doing something this evening so I won't be able to make the c inema/make it. 5 The old pond has made a wonderful paddling pool for the kids. 6 How can you talk to me like that after all I've done for you! 7 Are you going to do any more aerobics classes? 8 I n many countries women still make less (money) than men for the same work. 9 They made the hostages walk for three days without food or water. 1 0 They've been making Rolls Royce cars in the same factory for forty years. 2 1 take 2 to take 3 have 4 takes/will take 5 have 6 have 7 have 8 had 9 has taken 1 0 take 1 1 to take 1 2 having 1 3 will have 1 4 take 1 5 take 3 I make a decision 2 made a journey 3 done (some) research 4 made a m istake 5 made a start 6 laundry to be done 7 make a charge 8 make a fuss 9 made a promise 1 0 do me good 1 I made it up 1 2 do some shopping 1 3 make trouble 1 4 made a bad job 4 1 t/ 2 gORe -+ been 3 IayifIg .... lying 4 t/ 5 liieeft ·.. gone 6 are5e '.... arisen 7 t/ 8 t/ 9 t/ 1 0 ffiIkeQ spoke 1 1 f66be€1 .... stolen I 2 t/ I 3 5lieleH robbed 1 4 fai!;ifIg --- rising 1 5 t/ lain I 7 t/ 1 6 !aiEl --+
-+
->
5 1 take 2 lent 3 bring 4 fetching 5 lending 6 brought 7 borrow 8 took 9 fetch 1 0 borrow 6 1 A 2 B 3 B 4A 5A 6 B
21
.:
I dependent 2 disabled 3 meteoric faceless 5 hysterical 6 destructive 7 disagreeable 8 British 9 pointless 1 0 fertile I I argumentative 1 2 unfashionable I 3 plentiful 1 1, unbelievable I 5 hopeless 1 6 horizontal 1 7 i nvestigative I 8 effective 1 9 laughable 20 Dutch 2 I A t/ B X 2 A t/ B X 3 A X B t/ 4 A t/ B t/ 5 A t/ B X 6 A t/ B X 7 A X B t/ 8 A X B t/ 9 A t/ B X 1 0 A X B t/ I I A t/ B t/ 1 2 A t/ B X 1 3 A X B t/ 1 4 A t/ B X 1 5 A X B t/ 3 I Many of the portraits
4
painted by EI Greco are
2 There was something inexplicable 3 They gave an i nvolved explanation 4 the
only appointment avaiiableJthe only available appointment, 5 The present state of affairs 6 the person responsible for recruitment is on holiday 7 i n the apartment opposite. 8 Anyone sensitive would be 9 the amounts concerned are very small. 1 0 Flower buds damaged by frost often 4 1 alarming 2 comfort and service provided 3 staggering 4 those interviewed 5 relaxed/relaxing 6 satisfied 7 service provided 8 continuing 9 passengers questioned 1 0 enhanced I I key factor discussed I 2 bored I 3 Delayed I 4 Affected passengers/ Passenge rs affected 1 5 amused
363
\
I
5 I
14
Northumberland is a rarely
2 Tiley were soon
visited part of England.
I 5 j3arents WAO are lone -,
engulfed by 3 In
the fast-moving water.
aiternati'/es
changes have had a profound
5 Australian parrots
have brilliantly-coloured
6 The Midlands is
19
7 The
manufacturing region.
22
Hubble space telescope has
produced digitally-enhanced
B There
1
pictures that have amazed the
public.
is a segment
of the film-going public that will
TV
b igger than 7
wing will be opened by a well known
I
ceramic wine jar.
2 Our
2
state-of-the-art computer centre.
3
3 She found ten
metres of superb dark blue
textured velvet i n the sales.
4 It features luxurious Italian
4
9reakiRg
..�
1
fibre h u l l
12 �
-.
and
wIt.It+oo ... .. the solution
64
proposed b y parliament
5 It wasn't as
6 She's
7 Approaching the church, we
noticed the sound of the bells becoming louder and louder
and louder.
8 The older dogs
get, the less aggressive they
blue
1 3 the proposea by j3arliament
It was too dark to find my
more disappointed than angry.
become.
-�
unique a l u m i n i u m and glass
2 It was
friends had claimed.
opposite
I aluminium ana glass fibre uniEltie Aull .. , broken
10
lO B
i nteresting a n exhibition as my
frightened
9 blue yellow
5 B
3 The wording of the
contact lens.
to readers fascinated by crime
opinions
4 B
9 B
B A
to be incomprehensible.
ffitIte - , the route taken 5 weaAAfes -, wealthy 6 ffi Fascinatea by crime reaaers .. ,
and yellow
5 B
document is so complicated as
4 �
.�
3 A
2 A
7 A
4 E
The lecture was so boring
days.
7 1 btlt , and 2 a little Persian bea�tif�1 cat ·' a beautiful little Persian cat 3 heffi.fieEI ...
- ,
3 A
such a well-publicised concert
orange and green/green and
7 iHraiG
2 G
7 C
1 B
9 My son isn't old
enough to get a place at k i n dergarten.
5
1 9 more
1 0 Their
remarks were not so much insulting as inaccurate.
1 G She smokes like a
chimney.
2 D He's like a bull
in a china shop.
3 F
like a log last night.
I slept
· 8 gradable: h u ngry
famished,
ravenous, starving Line 6
absoh:ltely
fairlyruris�s
--,
absolutely delighted
Ungradable:
h ungry
fairly inexpensive
2 a bit
4 somewhat bloodthirsty
3 1
B highly unlikely
4 I
D
6 C
5 1
C
6 B
v
2 A, C
7 8 2 A
3 C
3 A B A
4 B
4 B
....
9 C
2 '/eryempty
completely empty
built
very
Line 2 0
-+
'
deeply moving 1 0 feail;' � ..... highly delighted
4 The post
very
.
8 freely
1 1 Afterwards
I
1 3 hardly
started to go faster (and
faster)
2 a s quite a
3 happens more slowly
4 there soon enough
7 By the way 1 1 Clearly
8 Naturally
1 0 Fortunately
1 2 understandably
1 Financially ruined , tile owner
of the business rather
reluctantly agreed to sell tile 2 There i s probably nothing
onto a sofa at the end of the
will examine your claim
blood pressure within
refunds on the spot, but we
drug can dramatically reduce
thoroughly before the end of
hours/can reduce blood
have probably never been
hourslthis dramatically
7 These childre n
pressure dramatically within
given the opportunities we all
effective new drug can
the Internet is no longer
the circumstances we deeply
8 Access to
1 0 Many
assistants who would prepare
5
7
9 Exactly
6 A d mittedly
3 Carefully controlled, is , . this amazingly effective new
6 We
of the old masters had
1 5 fast
4 Obviously
5 Seriously?
are usually unable to offer
of back-up devices.
1 2 close
1 4 real
2 Apparently
day/At. the end of the day there
have been avoided by the use
1 0 deep
Really?
3 Frankly
frantically fro l11 the balcony at
9 Such losses would normally
5 easily
7 Healthwise
9 high
6 1
better than collapsing lazily
libraries on weekday mornings.
2 direct
4 lately
6 straight
1 0 'Well, she rarely is i n the
offic e before noon these days. '
5 Jennifer d i d n 't i mmediately
available free of charge at our 3 rightly
long time to download . '
premises within the month.
take for granted.
1 i n a friendly way
9 ' I ' m afraid these
sometimes doesn't a rrive on
the week.
happy/pleased
10 B
highly recommende d
7 v
....
3 David
the end of the show.
5 C
..eryrecommeASea -� 6 v 8 � -. heavily 9 absoilltel�' mO'/ing -. 5
e)fAilaratea
5 B
3 csmj3letelyftill .... very full
4 v
a bit
Lines 22/23 ¥eFY
nicellovely
7 fabulously rich
interesting
Line 1 8 veryfaseiAatiRg
amusing/diverting
you?'
programs sometimes do take a
the guidelines for sequence in
recognise the man waving
st�ltifyiAg -' .....
absolutely don't have a clue
(Note: These answers follow
time i n this part of t h e city.
veryfabljlol:ls -.. very
6 very
what I'm talking about. do
trouble at school.
boring/uninteresting/tedious
3 virtually indeCipherable
5 absolutely freezing
Line 1 6
1 5 A v
at home but he often causes
ery eEstatie
...
Line 1 4 a bitfamisRea
interesting large shy sick ugly
14Av B x C V
B v C v
London at night.
aAfIeY9& -, absolutely furious
attractive cold
exciting expensive good
cave in like that . '
behaves quite well when he is
Lines
Line 1 3 aBsolutely
fas c i nating
12 A X
13 A v B v C X
scavenging on the streets of
very pleased/happy Line 1 2 �tterlyiAterestiAg ..... utterly
m i n ute paralysed
stiff
Line 1 1
-.
fascinating freezing huge
2 I
,
8 'You
1 1 A v B x C X
2 Foxes can often b e seen
1 01 1 1 totallyFare ' -' totally
unique
amazing correct
dead enormous extinct
Gradable:
..
7 ' Come off it. You
really can't expect me to just
net just before half time.
Line 9
absolutelyj3leaseS
he is.
9 A X
kicked the ball skilfully into the
fairly
a n noyed/angry
2 0 as
we honestly don't know where
10Av B v C X
between the players, Owen
Lines 7/8
6 ' I ' m sorry but
thorough . '
7 A X B X
1 Taking advantage of a gap
very
-.
5 'That's
officers usually are quite
4 A v
5 A v B K C v
8 A v B X C v
B v C V
4
listen to my ideas.
not unusual, the customs
2 A X B v
3 A v B v C IC
'+ ' I ' m
not surprised. H e never does
1 0 a s honestly as B X C v
the Reference section)
famished/starving
1 4 like
l Av
B K C X
absolutely
....
biased
C v
wondered about that . '
9 were politically
i nvolved
C X
so movingly
6 A v B v C X
ecstatic, exhilarated
ungradable:
7
8 (the) most deeply
B IC C v
ungradable: unique 5 gradable: annoyed, irate, irritated ungradable: furious 7 gradable: happy unfV3dable: delighted,
�
l I to
1 7 such
1 6 by
1 5 so
1 5 more
that the tickets sold out within
orange wallpaper for the study.
B opinions opposite
1 D
6 B
1 3 best
1 2 too
3
engaging, interesting
small/tiny
9 as
1 0 just/almost/about
1 8 the
6 F
8 as
7 cheapest
of/unknown
that
ungradable: m inute 3 gradable: diverting,
Line 4 very nliA�te
6 enough
5 more
4 than
1 2 the prettier/
that I fell asleep.
chosen a lovely i n expensive
horrifyi ng/horrific
bored
4 1
5 We' ve
leather upholstery.
1 1 (the) most
1 4 The most scared
It's a priceless ancient Greek
9 drier
8 the worst
3 no
2 most
6 1 best/top
1 3 more wrong
prettiest
main feature of our restaurant.
school has a fantastic new
looser
keen/keenest
home-made desserts are tile 6
5 fatter/
2
uncommon, unusual
as stubborn as a mule. 1 5 I These new mobile phones are selling like hot cakes,
4 the
stultifying
2 ' But that place
always is full on Saturday evenings l ' 3 'Yes, I often have
6 almost entirely unheard
ungradable: gradable:
ungradable: faSCinating 4 gradable: scarce,
My
1W11s went out it was as quiet as the grave, 1 3 K She doesn't need. to diet, she's as light as a feather. 1 4 0 The old man fs
fast-moving
6 tidier than
l i B
new flatmate swears like a trooper. 1 2 M Once the · 1
2 the wettest
1 0 the biggest
1 0 The
personality.
the best
"
furthest/farthest
9 The new
goes like a rocket.
challenging
.-,
3 more real than
always want to see corny adventure movies.
cAaliengea ·,
20 mo...ingFast
6 J She's as fit as .. N You're as white 8 A He's like a cat
9 E She's like a bear with a s ore head this morning . 1 0 H Our car
Viewers living in Scotland
.�
d i m inutive, little, tiny
7
on a hot tin roof.
� .... Anyone tall 1 8 Living in 5cotlana ' Iiewers
4 The oak is a slow-growing
plumage.
+all
17
wh ich were alike
fiddle.
gradable:
about!'
5 roughly three-quarters of
boring, tedious,
u n interesting
a sheet.
alternatives/two alternatives
i m pact on working practices.
Britain 's main car
two similar
-.
1
4 L It's as cold as ice i ll here 5 C She's like a lamb to the. •
slaughter .
16�
lone parents
recent times technology-driven
tree.
responsiBle person ...
person responsible
the oil pigments b y hand in
their studios each morning. 1 'I'm sorry. I really don't
know what you are talking
amazingly reduce
4 Under
regret having to announce the suspension of all staff currently working i n our subsidiary i n
S a n Diego.
5 W e rarely seem
to get the chance to talk
seriously about these things
these days.
6 Unfortunately, many of my
colleagues thoroughly
disapprove of my scheme to update the accounting
365
procedures in the sales department over the next quarter.
quays 5 chair 6 medium 7 wharf 1 2 hero 10 formulae I �i monarchs 1 6 mosquitoes Down: 2 sheri ffs 3 manager /, q u izzes 8 addresses 9 flamingos I I geese I 3 cI'ises 1 " oasis 2 I information 2 chocolate 3 advice is 4 wine 5 an equivalent quality 6 a better 7 less sugar 8 content 9 less than 1 0 ingredients I 1 strong, fresh coffee I 2 a cake 1 3 flour 1 4 scales 1 5 a slice
Across:
3 I an outbreak
2 the town's population/the townspeople/ tile town's residents 3 A spokesperson's statement 4 a full investigation 5 the conclusion 6 the outcome 7 The suggestion/A suggestion 8 The call 4 Line 3 a leaaea glass ' leaded glass Line 4 EeFl1RliolAitys ' communities Line 4 are
�
• is unfolding Line 5 fisRerwiles ' fisiler wives Line 8 � , beliefs Line 9 f76lffiE • politics Line 9 � , 1 950s Line 9 haspassea • have pa ssed Li ne I I was eagef • were eager Line 1 3 prejlolaiEies . , prejudices Line 1 5 � , mysteries Line 1 6 wiliER affects • which affect Line 1 6 � � ' great optimism Line 1 8 literatlolres .• literature
g . Line 1 8 a spelll3iAaiAart spellbinding work of art 5 I - 2 are/is 3 is/was 4 a 5 are 6 were 7 is 8 a 9 is l O is 1 1 has I 2 Ilas/have 1 3 have 1 4 a a
1 5 is
6 I item/piece of news on the radio this morning, 2 were used to restrain the aggressive young man, 3 of roads in the B"ighton area were affected by the recent floods. 4 the bank a call tomorrow and check our balance, 5 eat fewer sweet and fatty things. 6 less than ten minutes to get here from the station, 7 uptake of our new offer. 8 items/pieces of unwanted furniture since we moved to the smaller house, 9 are expected to attend the meeting tomorrow afternoon. 1 0 they should now address are/is the questions of VAT and fuel tax. I I is played by a lot of the older men i n cafes. 1 2 launch of tile new women's magazine in April was a great success. 1 3 elect the government. 1 4 agreement to help fund the new playground.
I'm sure this is somebody's bag. 2 Let's go to the girls' shop. 3 That is M r HOllis'sf Mr Hollis' hotel. 4 I love Gilbert and Sullivan's operettas. 5 I t 's nobody's fault. 6 They had respect for each other's opinions. 7 My next-door neighbour's dog never stops barking. 8 I ' m fed up with t h e hopeless inefficiency of my boss's secretary/my boss's secretary's hopeless inefficiency, 9 My mother's and (my) father's personalities are very alike. 1 0 These aren't my keys, they are my flatmate's (keys). l i The new Act of Parliament
will protect everyone's right to privacy. I 2 The men's toilet is over tllere on the right. 1 3 I 've just inherited my grandmother's brother's house/the house belonging to my grandmother's brother. 1 4 Residents of sink estates '
opinions/Sink estates' residents' opinions are ra y taken into consideration, '. 1 5 Fred Astaire and Ginger Rogers' dance routines a re legendary. 2 I ilifIl -+ his 2 wWe's .... Wil�s
r�l
3
3
4
5
6
eAes' lleAle is enes' Eas� 'ot
one's home is one's castle 4 oI/managing director's 5 mffie ·· my 6 � ._; children's 7 01 8 � � ..... brother-in-Iaw's 9 liS ... ours 1 0 � bus's I B 2 A 3 A, B 4 A 5 A, B 6 B 7 A 8 A B 9 A l O A l i B 1 2 B 1 3 A. 1 4 B 1 5 A, B 1 6 A I 7 B ' 1 8 B 19 A 20 A I brand names 2 mail-order 3 credit card 4 high street 5 shop assistant 6 checklist 7 software 8 hard disk 9 word proceSSing 1 0 keyboard I 1 world-wide web 1 2 output I 3 shortlist 1 4 instruction manuals 1 5 after-sales I A 2 B 3 B 4 B 5A 6 A 7 A 8 A 9 B lO A I Could you pop down to the news agent and pick up Charles'/Charles's evening paper. 2 That silver-topped walking stick belongs to a friend of mine. 3 The hotel's private beach is only a five minute walk from here. 4 The govern ment's privatisation of the railways is going ahead next year. 5 The landlord wouldn't allow his tenant's girlfriend to move in, 6 My father's pension fund has been badly affected by the downturn in the value of blue-chip stocks. 7 Clare bought a beautiful new outfit for her brother-in-Iaw's sister's wedding/the wedding of her brother-in-Iaw's sister. 8 The windsurfer managed to ignore the screams of the crowd lining the beach. 9 Whenever we
are over at Dad's (house) we seem to spend the entire time watching horse racing on the television. 1 0 The bank robber refused to accept the legal system's jurisdiction/the jurisdiction of the legal system over him, 1 1 My wife's firm speCialises in setting up databases for insurance companies. 1 2 The traffic jam was caused by the volume of cars setting out for the south coast at the start of the bank hol iday.
27
':
I he 2 it 3 him 4 It 5 its 6 It/His 7 it 8 It 9 They 1 0 one 1 1 one 1 2 It 1 3 he/they 1 Lt its 1 5 he 16 him/he/he did 1 7 one 1 8 they/he 2 I Justin and I 2 teachers can't desert their class/a teacher can't desert their class 3 You can't carry on working if you aren't feeling well 4 it's us teachers 5 we/you can't take too much time off 6 one 7 Jenny and I 8 you and Jenny 9 with Justin and me 1 0 better than us/we do 1 2 If I I we/you do get
anyone new comes in they're always made welcome 1 3 we want to be with him in the evening 1 4 poor old him 1 5 You can't be too careful with animals : 3 I a ol b ol A 2 a ol b " 3 a ol b ol B 4 a ol b " 5 a " b ol 6 a ol b ol B 7 a ol b " 8 a ol b ol A 9 a ol b ol C 1 0 a ol b ol B
4 1 somewhere 4 anybody
2 anyone 5 something
3 15
constructive 6 anywhere 7 someone/somebody 8 somehow 9 anything 1 0 No one 1 1 Anyhow/ Anyway 1 2 anywhere 5 I it 2 its 3 each other/one another/everyone/body else
4 one 5 No one/Nobody 6 me/myself 7 one/you 8 I 9 it 1 0 my 1 1 myself 1 2 one 1 3 It 1 4 its 1 5 me 1 6 me 1 7 you/one 1 8 it 6 1 theffi · him 2 01 3 wlli€fl � . , which fuels 4 � . • them 5 01 6 theffi • their 7 � ' somehow 8 WAiEh it EaA ' which can 9 Aflyooe ., No one 1 0 theffi ... .. they I 1 '*le ' someone/ they 1 2 01 1 3 theirsel�es .. , themselves 1 4 � .. , Everybody 1 5 hefseIf . , themselves 1 6 01 1 7 ERiiareA tRey slolfferea . , children suffered 1 8 it . , them 1 9 theAlsel'o'es ..• them 2 0 01
5I a 2 the 3 a 4 6 The 7 a 8 - 9 a 1 0 The I I the 1 2 the 1 3 the 1 4 the 1 5 The 1 6 - 1 7 1 8 the/a 1 9 my 20 2 I - 2 - 3 a 4 the 5 7 the 8 the 9 a 6 the . 1 0 - 1 1 - 1 2 the 1 3 the 1 4 - 1 5 -/the 1 6 - 1 7 a 1 8 - 1 9 the 20 3 I This
2 that 3 these 4 That 5 This 6 Those 7 That 8 this 9 those 1 0 that 4 1 a+F 2 b+1 3 b+A 4 a+C 5 b+E 6 b+H 7 a+D 8 b+B 5 1 A, C 2 B 3 B , C 4 A, C 5 A 6 B 7 A. B 8 A, B 9A B 10A C 6 1 your 2 this 3 the 4 5 the 6 a 7 the 8 ali 9 The 1 0 - 1 I each I 2 tile
I 3 half
1 4 these 1 5 1 6 This 1 7 - 1 8 the 1 9 most 2 0 these 7 I � ' All of them 2 � .• the Japanese 3 the BiolrAla + Burma 4 01 5 effa�Agers . • of the
founders 6 PhetegraphiE .• The photograp hic work 7 fiAest piEttlres " the finest
wefk
pictures 8 v 9 3fl ' th e 1 0 tfli5 ' these I I t-Ris - . tl1at 1 2 step llythe step . , step by step 1 3 01 1 4 tHat
. ;" ""
15� � ... most of the people I 6 � . half 1 7 ageR€y
way .., a way
1 8 01 . , the agency 1 9 sarRe geal ' the goal 20 01 2 1 in Ball(ans • in the Balkans 22 01 23 Best • the best
1 get away from the area
2 for schools and hospitals/ hospitals and schools throughout the crisis 3 but JS for the plot 4 tile passers-by are soaked through 5 on behalf of the winner 6 from the well by means of a rope 7 right on top of the cu pboard 8 to just under th ree hours 9 mine was tile one just after 1 0 almost opposite the man with the beard 2 I on 2 - 3 in 4 on 5 since 6 through 7 by 8 with 9 of I 0 as I I among 1 2 for the sake of 1 4 from 1 5 in 1 3 Except 3 l over 2 througll/in 3 out of 4 in 5 across 6 along 7 by/next to 8 into/to 9 in l O on/around l i on top of/above 1 2 under(neath)/ beneath/below I 3 up to 1 4 on 1 5 up/down/in 1 6 at I 7 between/opposite 1 8 opposite 1 9 on 20 I n/At
2 I in
2 2 under 2 3 to 2 4 through/along 25 at 4 1 rRaiA aim wiliER ' • main aim of which 2 peeple e�ttlleir • people out of their 3 � .... about what is 4 cemeGiafl5 weffi-afe . ' comedians work with/on are 5 01 6 � ..., the fact tilat 7 c)«epttry . , except to try 8 01 9 01 1 0 abe�t being ' about them being 1 I 01 1 2 itis aiFllea it is aimed at I 3 it-i5
367
� --> it is intended for 1 4 v' 5 1 from/out of 2 of 3 in 4 over 5 as 6 across/all over 7 from 8 of/i n 9 than 1 0 for 1 1 which 1 2 between 1 3 offeri ng 1 4 to/for 1 5 including 1 6 through/in 1 7 without 1 8 of 1 9 Unlike 20 for/during 2 1 For 22 behind 23 what 2ft From/In 25 under 6 I from 2 across 3 between it in 5 According to 6 on 7 By 8 to 9 In 1 0 like 1 1 at 1 2 into 1 3 behind 1 4 under 1 5 instead of 1 6 with 1 7 in 1 8 about 1 9 during 20 of 2 1 0n 22 at 23 against 24 off 25 between 26 on 2 7 with 28 in 29 on 30 along 3 1 into 32 on 1 B 2 A, B 3 A, B 4 B 5A 2 1 refused to leave his estranged son anything. 2 Susan originally believed Geoff 3 Please leave your shoes by the door 4 that you keep your valuables safe 5 doesn't tell us what we should wear at the reception. 6 George W Bush has been elected the new President 7 that studying philosophy really i mproves our thinking power 8 She carefully placed onto 11er finger the 24-carat gold, diamond-encrusted engagement ring that her fiance had just bought her. 9 The course director insists on first-year students attending at least 80 per cent 1 0 by sending us the form and proof of purchase 3 I B 2 M 3 K 4A 5 E 6 N 7 H 8 0 9 D 10J 1 1 F 12 I 4 1 The couple named their first daughter Samantha. 2 His
368
Excellency expects visitors to stand when he arrives. 3 I wouldn't like to stay a legal assistant for long. 4 Amanda brought all her expertise to the team. 5 Amanda brought the team all her expertise. 6 A very inexperienced salesman has become the Sales Manager. 7 He placed into the box the carefully wrapped, sparkling, diamond encrusted 1 8-carat gold ring. 8 Please put all rubbish in the bins provided. 9 Do your parents let you go to all-night parties? 1 0 The paratrooper carefully removed the pin from the grenade.lremoved the pin from the grenade carefully. 1 1 Susan liked the bracelet so her daughter bought it for her. 1 2 They made the prisoners stand all day long to reduce their resistance. 1 3 The scenes of destruction in the film made us ali sick. 1 4 The trainer recommended trying an easy programme first.! recommended first trying an easy programme. S 1 - that - f (5) 2 - so - a (5) 3 - if - i (5) 4 - after - e (5) 5 - or - b (C) 6 - and - d (C) 7 - even though - c (5) 8 - than - g (5) 6 I bralIeti1atlsands ., broke into thousands 2 v' 3 remain ta betenants .... remain tenants 4 � some mistake -t appears to be some mistake 5 v' 6 recommended baoll - , recommended booking/ recommended that you book 7 showed toti'leirgati1ered lanstReirtropRY ... showed their trophy to their gathered fans 8 e),plained tiStAe � .. explained the problem to us 9 teli me to ge-7 -t tell me where to go? 1 0 plaeed baellin itscorreet ... positioA tRegold \YatcR . placed the gold watch back in
its correct position 1 1 v' 1 2 ari\'es9asahltewilEl' ly 'flY � -.. drives my cats absolutely wild! 7 1 it (to be) 2 for themltor someone 3 which didn:L 4 to be 5 angry/annoyed! furious 6 (that) they 7 letting 8 AfterlWhen.. 9 itlthe clamp 1 0 how
I H The body of a man who jumped off the Severn Bridge has been found in the River Severn. 2 J The fashion iCOrt ' Mary Quant. who is famous [or inventing the mini-skirt. has leI\: her business. 3 D The glObal warming conference. whicllW� held in The Hague. has ended without agreement. It C Formula 1 driver Eddie Irvine. whose contract with Ferrari finishes at the end of the season, has narrowly missed gaining the Formula 1 World Champion title (today). 5 B The hand count of votes which/that were spoiled in the recent US preSidential electioll has continued. 6 F London Zoo, which was in danger of closing through lack of funds. has remained open. 7 A The politician who was disgraced I" a financial scandal has handed in his resignation. 8 .G The size 1 6 model who refused to, diet to a size 1 2 has won the ..' new Estee Lauder contract. 9 E Madonna's house in the UK, which she shares with her British partner, Guy Ritchie, has been burgled. 2 1 B 2A 3B 4A 3 1 which 2 where 3 who/ whom/that 4 whose 5 which 6 whom 7 who 8 when 9 which 1 0 which/that 4 1 with staff vacancies 2 Sir Patrick McDonald. from Inverness 3 all from the holistic school of education.
4 of different ages 5 currently ·jlving 6 to be informed of the government's decision 7 (held) last week .8 dedicated to 9 participating over the years 1 where F 2 (thatlwhich) I 3 where H 4 whom A 5 who G 6 whose D 7 why E 8 which B '1 te�rism wRieR ..... tourism. which 2 v' 3 wRieR itis -+ which is wholly seasonal . 4 peepleworl� -+ people who work 5 wAere'/erwarll -> :work wherever 6 go...eFAment isalreaay reeei...iRg -. government which/that is already receiving/government · already receiving 7 v' 8 v' 9 ta seetRem. _.+ to see. . . 1 0 reefwRiER .... reef. which 1 1 v' 1 2 te�Fist'IIRatwaAts . ....... tourist who/that wants ' 1 3 v' 1 4 wAaretReyare · driRkiRgiR. .... where they are drinkingJthatiwhich they are .drinking in. 1 5 � ...... which 1 6 v' 1 7 wRal; .... which 1 8 plaeestatiFism -+ places where/in which tourism · 1 9 tAat... .. Rose .., whose 20 v' 2 1 v' 22 � ....
1 e Many people believe that capital punishment is a deterrent to serious crime. On the contrary. it actually makes little difference to the crime rate. 2 .b We usually consider it healthy to eat lots of fruit buttoo much can produce a n · excess of acid i n the stomach. :: 3 g I enjoy having people to · stay. though I always '. a ppreciate the peace when they have gone.ll always appreciate the peace when they have gone. though. 4 a The main medium of . communication on the I nternet is English. although many web
sites now operate in other languages. 5 h lain Banks's early novels were conSidered quite strange, while his later books are more mainstream and accessible. 6 f I tend to drink more white wine. whereas my husband prefers red. 7 d Global warming is often considered the main factor in current climate fluctuations. Yet climate change has. long been a feature of the Earth's development. 2 I Very little of the remaining stock sold. even though the prices i n the sale were very low. 2 Although the ailing magazine tried introducing several new features. circulation continued to drop. 3 Difficult though this may seem now. you'll soon wonder why It caused so many problems. 4 In spite of the fact that she insisted (that) all was well, I knew that something was wrong. 5 The Scots won the battle, despite their smaller force.ldespite having a far smaller force. 6 Despite bei ng hated by the critics. Archer's latest book was well received by the public. 3 1 tRantAatlgR I elEl'leeted -.. than I expected, though 2 v' 3 � -+ however/on the other hand 4 ItdidA'tlast long. still. -+ Still, it didn't last long. 5 v' 6 We'd FatRerall tAesame Rot. ·.. We'd rather not. all the same.lAIl the same, we'd rather not. 7 Ne.'artlleless -+ Still/All the same/Mind you 8 ¥e�ma�'ae penalises ferfailiRgto fella..... ontRe etAerAand tile r�Ie5. -+ On the other hand. you may . . .Nou may, on the other hand . . .!. . . be penalised, on the other hand. for . . .1. .. for failing to follow the rules. on the other hand. 4 1 same 2 same 3 d ifferent
4 different 5 same 6 same 7 different 8 different 9 same 1 0 same 1 1 different 1 2 same 5 1 but 2 H owever 3 Nevertheless 4 even though 5 Despite 6 however 7 While 8 though 9 whereas 1 0 despite 1 I On the contrary 1 :1 Yet
33
f,
1 There are more than a million species of insect in the world. 2 There was a grandfather clock ticking in the background. 3 At Hiroshima in 1 945 there was an event which shook the whole world. 4 There are thought to be two further suspects under arrest. 5 There is bound to be a bad reaction to the news (from them). 6 There now foliowslThere will now be a statement by the Prime M i nister. 7 There were two forms of amino acid present i n t h e compound.lPresent in the compound there were two forms of amino acid. 8 Is there a n underground railway in Osaka? 9 There is likely to be a massive sell off of high tech shares in the next few days. 1 0 From the middle of the forest there emerged a strange hooded f1gure.lThere emerged a strange hooded figure from the middle of the forest. 1 I In this case, there should be no trouble securing a conviction, 1 2 I s there nobody here able to help us?/Is there nobody here who can help us? 1 3 There are ten new holiday destinations illustrated in our brochure. 1 4 Is there a buffet car on the train? 1 5 In this bad weather there is certain to be a poor turnout for the electionJThere is certai n to be a poor turnout for the election i n this bad
369
weather. 1 6 There was a beautiful antique tapestry hanging over the bed. I 7 There are thought to be at least two leading politicians involved in the scandal. 18 We don't envisage there being any adverse reaction from viewers.
2 (Suggested rewriting in italics)
is the story of a young man who yearns for. seeks out and eventually finds just such a place. But it comes The Beach
as a sf/ock to discover that, far from being the source of contentment and inner fulfilment that he expects, the beach turns out to be a place of savage violence. terror and death.
Alex Garland takes the reader on an exotic journey from the steaming tourist packed dives of the Khao San Road in Bangkok to the drug infested islands of the remote seas around Thailand. It is difficult not
to
be impressed by
the author's skill in describing the unfamiliar oriental locations and his ability to empathise with the obsessions of today's young backpacking 'new-age ' travellers.
Taking in illegal drug plantations, memories of the Vietnam war, sexual jealousy, shark-infested waters. the psychological dynamics of communal living and the clash of cultures, Garland spins a tale which both seduces and shocks the reader. It is the authar's unique blend of these disparate elements Which gives the novel its haunting sense of unease and horror.
It Is a thriller with all the traditional ingredients, an exotic location, a central mystery. good versus evil, and dangers around every corner. There is a strong' sense of good
to the reader/
and evil in the book, but Garland leaves it
but it is left to the reader to decide who is right and who
by hiinself. 6 U1&4MtIR!5a..Ui it tilMt.he.Jilaifitiag seems as if/as though �
Is
painting 7 V: 8 � sl:IFJi)rises ..... It's /reitJJy) . surprisIng 9 _�1!&;1M!!'!II1IIIo'"
There are few moral certainties in this exotic corner of the world. wrong.
Events unfold at great speed, and be warned, it is impossible to put this book down once you have started it.
With an international cast of well-observed characters Garland creates a nail-biting narrative that keeps the reader hooked until the final. bloody climax. 3 1 The organisers didn't anticipate there being such an overwhelming demand for tickets. 2 It seems (as if/as though) she's going to marry him.llt seems she may marry him. 3 There are thought to be many other politicians involved in the scandal.llt is thought that there are many other politicians Involved in the scandal. 4 I would appreciate It if you would/could send me/if you sent me your u p-to-date retail price list. 5 There were fifty applicants for the ' scholarship. 6 I t is said he hates pUblicity. 7 ltisn't surprising that their children are so badly behaved. 8 In this paper it will be demonstrated that DNA strands .can be replicated. 9 There are twelve detached houses with double garages for sale on this estate. 1 0 It is a great honour to be nominated for this award. 4 1 The sistaREe ISR'tfaF ..... It isn't far 2 PeaJille Belie'lethis is ..... It is believed to be 3 v 4 marethaRthiFtyEll(amJilles Ilaflg ..... there are more than. thirty examples 5 ThatRasiR JilFaSI:l€eSSI:I€haSl:IfjeFB Jilieee atVlaFl1all BY Rimselfis:hars ta Belle¥E! .... It is hard to
believe that Rodin produced such a superb piece of work all
illellelflll 151"'11855111I.e:
impossible to see'evetythlnt one trip. 10 IIIdlallll�ve there 5 1 She found it strange that he'd never heard of'su'd1 a famous historioal ·characrer. 2 Was there really suCh a 10"1 wait between tra ins? 3 we always have lots··ofvlsltors but there tend to:,tie. more, In the summer months, 4 v:' 5 ·fIlIe director leaves it to. the viewer to decide who lS guittY and who is innocent s. :fhey assured u s that there'would be no trouble getting a refund i the goods were faulty. .7 v 8 You · know it really gilts on my nerves when she·tal.ks llke that. 9 v I 0 What's incredible· is that there might have been so,many more fatalities. 1 1 · l;find ·it impossible to conceiveothat somec:inewith: hjs track,record wou l d" be so ca reless.' . 1 2 in 1 666 there l'Ias a fire wh eh destroyed a large' part of London. 1 3' We'would ". appreciate it if you submitted your estimate;to.our head office . 1 4 v 15 Grandpa .: loves It when . the children ask for his advice. .
34
.
�
I No, it was becaUse of the
•.
traffic jam tMt he was: late; 2 Well; whafhe :did was (toj call her from his mobile' phone 3 N9;· It. )vas , on.. Monday that " he was late: ·4· No; what she did was. (to} reschedule the meetirigiJoi";the· afternoot i . . 5 NO,. notthe·town centre; it ·
•.
was on the ririg road that Nick got. stuck" '6. Noi It was
.
.,'.
:-
<
.
;-
.'
because NI'k was late that she
had to reschedule the meetIng; 1 No, it was to warn her that ' he would be late that he rana .. her. 8 What she. was was .. ' furfolj51 1 ThIs Is where we have to wall 2 All we need Is five ,"rnu� !to fll' lt). 3 1M per;son who started the strike
was J ennl ferJJen nlfer was the pe($on who Started the strike. It It Isn't,hls dedication (that) I'm qU6tlonl!l&. 5 Whit " . , ' theH men are Is t9tally ruthless. 6 The place Where I used to live is around the . comer. 7 The' one wHo complained was your next
door nei8nbourJYour next door
ne!&hbour was the one who .
complained . 8 The only ttrtng , .. we dldnlt ntlerit was ttle only tile was se. u o h house.IThe
thl", we di dn 't Inherit. .9 That's exactly wllat t��· sales a,s,!stant told me. 10 What I this want you to do is (to) C:opy . down In your notebooks, 1 I The 11m thlng we did was
managed to reach the finishing line. 2 To make .the pilgrimage to Mecca is my IUe!s ambition.. 3 His most , sUbnrne work is the ninth '. Symphony:, 4 That proposal I reaIlY can't cjl:cept. . 5 Placed on the altaf.was an enormous - gOld Bulifdha" 6 Muah more . C:haIlentPna ,foUhe dj:?dicated ••.skier 'Is tne Cr6ta Run. 7 AlsolncliJded in. the report were severatsharp criticisms of ministerial conduct: . 8 Lying !" the' shop doorway was ari old"man. 9 To get to the; bottom of the mystery proved impossible . ." 1 0 So severe was the damage that the pilot couldn't regclin .' \COhtrOl. ' · , . " 4 I v 2 � """ dld we
. know 3 �fi�'semestaftRe . marijetiAg'teamare " -.t. so .are '
most oftlle. marketirig team 4 ""astAeFe ..... there was 5 v
. fi� sayis .. .. .' 7 l'9merra'.';
.;.'iII .... will ·. 9 v· lO lateeam.efS·i latecomers n � uAdl&iaAIS ..... sllch is·the
(to) cheGII the il)5uranae details. I l lt was at silt · ' . ' o'clock (that) ,the cUmbers read1e
we're dol(ll is takina tfIe au-paIr WItI! us. 14 The last o'dock when ... we
did (before leavlnal . was (to) sWitch off the power ' supply, 1 5 The reason (Why) . . they moved to And
thlna
Gondltlon
1 3 What
t/le
.
l2 thetiRieis ..... is
1 ,3 V: J 4 t.1' l 5. a;eliFee�Flia5mae$ -.t has . a, dlreCtQ, .made . 1 6 as-these M&':"", as are:thpse 17 v . t8 h�RlilE!ag!!ete.esEaJi)e .....
the time
did he man'age to eScape 1..9 ,1/ . 20.� ....... he '. didn:t · . · '. . S l 'r"at I find really hard to believe. 2. No; what l im doing i s cutting.o'tfthll;dead flpwer heads; 3 All we left behind was the personal stereo.lThe . only thing'.. ,� 4· No, it:' w�s my .S An d sh !!1
,.should do is walt for the . e to anive;' .. 8 Well. . ambulanc
�
(standlng) rliht o tside the
bedroom Window was a huge eleCtricity pylon, 9 Yes, to
own ifcot.tage has al\ivays been my greatflst.ambltlon, 10 No, · it's (on) Frid : that .we . ..'.re . '
ay.
going. . 6 I Bungee j umplng ['ve,done before. 2 not only· was rap, jumping rnore exciting than bungee jumping, it was also a lot more dangerous.! rap jumping was not only more exciting but also a lot more dangerous than bungee jumping, 3 to keep me In suspense he didn't tell me too much about It 4 But it was Tony who actually took me for my first rap jump. 5 He's the one who's the real daredevil. 6 Ali I could see was a rope and a harness hanging from the gantry. 7 What you do is lean forward and walk down. 8 It's seeing the ground that I can't cope with. 9 No way am I doing that! .
"
35
1 it : the train door 2 its the t ra in 's 3 her Mlriam's 4 the many kilometres 5 ones bags 6 It the large bag 7 this the job opportunity/her move to Warsaw 8 that birth 9 do it :: return to Warsaw 1 0 done so '" discounted 1 1 which speaking to her prospective employers 1 2'their Miriam's and her p
=
=
=
=
=
=
=
=
371
children were delighted with the Christmas lights and tfley. wanted to see them turned on aga i n . 4 Even though it is possible to go skiing i n Scotland, t h e British have always been worse skiers than most Europeans Ravel3e9A, 5 'Why hasn't the new shopping centre been opened yet? , ' But it has l3eeA s139ReEl.' 6 'Will Julie be going to the club's New Year's party this year?' ' I think she gets back from holiday on 30th December , so she could be geifIg. ' 7 'Is the new restaurant i n the High Street open on Sunday evenings?' 'I don't know. It might be 9f3eI\ SR StiAElay eveAiRgs. The old one was Sl3eA SA StiRElay e¥efIifIgs . ' 8 We haven't earned any money this summer. I really expected us to earR 5SR'le. 9 The young woman plays the violin and her brother flliiIys the cello, 1 0 He told me that he was going to leave his wife and I asked h i m why tie 'HasgaiRgta �, 1 1 Baxter's sick tonight, which is unfortunate as he can play better than all the others €iHl. 1 2 We thought that the old woman had been looking after the hOllse, but she can't have beeIl 19s1liBgalter it as she was in hospital at the time, 4 A line 4 - if they are successful; they will then . . . line 7 - she does not . line 1 2 - has not been replaced
B
= childless couples line 4 - it = that they want a child line they = the couple line 5 - her = the woman's; This = that she is prepared to give up her child l i n e 5 - she = the woman
line 1 - They
4
172
line 7 line 6 - one = child themselves = the personlpeople willing to give up a child line 8 - they = the couple line 8 - if so = if they would like the child line 9 this = a simple handover Ii ne 1 0 - It = the tradition 5 l A V' B V' 2 A 1I B V' C V' 3 A 1I B tl C tl 4 A tI B 1I C tl S A il' B 1I C tl 6 A lI B tl 7 A II' B lI C tl 8 A tI B V' C lI 9 A V' B lI C lI 1 0 A tl B 1I 6 1 did 2 - 3 that 4 this 5 ones 6 their 7 - 8 it 9 that 1 0 - I 1 They I 2 I 3 it I 4 so/it 1 5 their I 6 its 1 7 - 1 8 doing 7 Sample answer Most people enjoy listening to music but few realise the important and largely positive effects it can have on us. We know that certain types of music are used to influence our emotions and behaviour. For example, airlines use soothing musiC before a flight to relax passengers, especially those who may feel nervous about flying. You may have noticed how shops often play fast, rousing music (if you haven't, you probably shop at the more old-fashioned type of store) - this tends to make us feel happier and more likely to spend money! Music i s also being used now as a psychiatric therapy. It seems to be particularly useful for eating disorders and addictions, but also for sufferers of post-traumatic stress syndrome. People attending group therapy sessions are invited to bring along their favourite tracks. Not everyone does, but those who do (so) play them for the group. ThisiDoin� so creates a sense of belonging, aswell as
a more relaxed atmosphere for the therapy session:'
1 At this height, th� IIg"'t from space is not affected by interference from the earth's atmosphere. 2 This makes it the most usefUl tool in our search for distant stars' and planets. 3 the American astronomer used his dose observation onhe Alldrom�1 Galaxy to dtiv!)lop tlie theory that the universe is expandlo&4 The Big Bang theory,' now accepted alhhe most Ukely explanation of the. creation of the universe; is directly baSed on his ideas. 5 Only:two months after it we�t i nto orbit scientists at NASA d iscoVered that the main· m i rror had become d istorted and c:ouiC\ riot be used with any accuracy . 6 The solution was· named' " , COSTAR (corrective opticS • space telescope a)(ial " ' : replacement).' ., 1' The repairs. were·conipleted il1 · January . 1 994 ahd the Hubbl e Space Telescope is now working correctly and sendlog its " astonishing data back to earth, 2 1 A 2 A 3 B 4 B 5 A 6 A 7 A 8 A 9 B lO B 3 l ' aEtiYate ..:; tum on 2 GSAseEjtleAtly -4 NeverthelessiHoweverf.
Nonetheless; etc. 3 te-faI!,' � "-> falling asleep . 4 � � ':.::. the Windlit . 5 �leYettheless 4 Furthermorel In addition, ·etc.: 6 vetl'ellgAt � -- Press 7 l'ke'IlFSve m3rFieEl £91:1131.8 .... The couplefThey
8
reall�5p8elai
exceptional 9 . IIiYiIlCAl9�e tI1f:ee :... to 'have made three 1 0 At,.fifsI; .... Finally/At last, . ., etc. " -4
- ,. -"
C 3 D 2 E8 H 6 I Although they worked for the shogun in wartime, they were employed by the large landowners, the daimyo, in times of peace. 2 They had many rights and privileges including the right to carry swords and ride horses. 3 I n exchange for these rights they owed absolute loyalty to their dalmyo, even to the extent that they were expected to commit suicide when their daiinyo died. 4 This tradition was part of 'bushido' or 'The Way of the Warrior'; a strict code of honour which stressed the importance of self discipline and bravery. 5 Despite the fact that bushido was based on the peaceful beliefs of Zen Buddhism, it helped the samurai to become the most ruthless, feared and brutal warriors i n Asia. 6 The samurai reached their peak of importance and influence i n t h e civil wars o f t h e sixteenth century, when they fought for rival warlords. 7 In the peaceful years after 1 603, the samurai gradually lost their military importance, and many became administrators rather than soldiers. 8 In 1 867, the last shogun Tokugawa Keiki resigned and Japan b�gan to modernise its military forces with the introducton of conscription and a western army structure In 1 $72. 9 As a result the samurai were no longer needed or wanted and the remaining samurai in Satsuma decided to mount a rebellion against the government. 1 0 The Satsuma rebellion was a disaster for the samurai, who were finally defeated by the Imperial Army in 1 877 .
373
be able to
cohesion
be about to 5 . I C
collective nouns 2 5 . 4 D commands
ability 1 6 . 1 A possibility 1 6 .2C possible arrangements 1 6. 3A
...,...,e
a/an (see
?elow rc!er to sectwn 011(1 "uLl-SeCtion ileadings ill tll'2 explollotioll sectIOns. r 6. I A is ullit 1 6 e.xp/(II/orion. sUD-section r A .
use: in comparisons 2 4 . 2 B use: modifying, a n d adding information
articles)
ability
future 1 6. I A, 1 6.2C, 1 6. 3 A past 1 6. 1 B present 1 6. I A
about to 5. I C absolutely 2 3 . I B, 2 3 . 2 B occording to 2 9 . 2 D adjective phrases 3 4 . 2 B
adjectives
adverb + adjective collocations 2 3 . 4 after nouns, pronouns, etc. 2 1 . I D attributive position 2 I . 1 B, 2 I . I C commas and and 2 1 . 3C comparative (see comparison) demonstratives used as 28.2A form 2 1 . 1 A grad able (see gradable adjectives; ungradable
adjectives)
'in the Ilear future' 5 . 1 C negative prefixes 6 . 3C not before 6. I B order in groups 2 I . 3A paired adjectives 2 1 . 3 B participle (-ing o r -ed) adjectives 2 1 . 2 patterns 2 1 . 1 possessive adjectives 2 7 . 1 A predicative position 2 1 . 1 C superlative (see superlative adjectives) + to + infinitive 1 2 . 2C , 1 5 . 1 C use 2 1 . 1 A see also adjective phrases adverbials (see adverbs)
2 4 . 2A
use: with present perfect simple 3 . 1 C-D viewpoint adverbs 24,4A
advice 1 7. 4A-B agent
not mentioning 8.4C of passive verb 8 . I A 'unimportant' 8 . 4B
01/ 2 8 . 3A, 2 8 . 3 B , 34. 1 D off tIle same 3 2 . 3A-B
aI/owed to 1 6. 4B , 1 7 . 2A-B almost 2 3 . 2 C already 3 . I C also 3 4 . 2 B , 3 4 . 3 B although 3 2 , 1 B . 32 . 1 C, 3 2 . 2 always 1 .2 C anaphoric reference 3 5 . I B any 2 8 . 3A, 28.3B anyhow 2 7 . 4 anyone/body 2 7 . 4 anything 2 7 . 4 anywhere 2 7 . 4
appropriate language 3 6 . 2 D arise o r raise/rise 2 0 . I G arrangements
future 4 . 3 in the past 2 . 2 D possibility 1 6.3A present continuous 4 . 3A will/won 't be + verb -ing 4 . 3 B
articles (a/an, the)
basic rules 2 8 . I A general/specific 28. I D known/unknown topics 28 . 1 C naming, describing, classifying 28. 1 B no article 2 8 . 1 D-E other uses 28. 1 E
adverbs
74
adverb + adjective collocations 2 3 . 4 attitude adverbs 2 4 . 4 B of certainty 2 4 . 3C confusing forms 2 4 . I B of contrast 3 2 . 3 o f degree 6 . 3 A , 2 4 . 3C form 2 4 . 1 A of frequency 1 . I C , 6.3A, 24 . 3C indefinite 2 7 . 4 in indirect statements 9 . 2 B a n d inversion 3 4 . 3A negative 6. 3A, 3 4 , 3 B o f place 34. 3A position in sentences 2 4 . 3A-D and prepositions 2 9 . 1 B qualifying future forms 4.4C relative 3 1 . 2A-C restrictive 6 . 3A , 3 4 . 3 B sentence adverbs 2 4 . 4A-B of time 2 4 . 3C , 3 4 . 3A
as 3 4 . 2C
. . . as 2 2 , 2A-B , 22 2 D , 2 2 . 3 D if I 1 . 2 F and like 2 2 . 3D long as 1 0 . 7 B though 1 1 , 2 F auxiliary verbs see be; do; have as as as as as
backshift [in reported speech) 9 . 2 C-D be
auxiliary verb uses 1 9. I A contracted forms 1 9. 1 B emphasis 1 9. 2A uses 1 . 3A-B
elli psis 3 5 . 1 A, 3 5 . 3 substitution 3 5 . 1 A , 3 5 , 2 types o f text reference 3 5 . 1
1 6.4B, 1 7 . 2A-B be bound to 5 . I D be certain to 5 . 1 D be due to 5 . I B be going to 4. I B, 4 . 2 B b e likely to 5 . I D be obliged to 1 7 . I D be required to I 7. I D be supposed to 1 7 . I D be sure to 5. I D be to 5 . I A, 1 7 . I D be unlikely to 5 . 1 D been or gone 20 . 1 D on behalf of 2 9 . 2 D had better I 7 .4 better, best 2 2 . 1 A borrow or lend 2 0 . 2A both 28.3A, 28.3B bound to 5 . I D bring or toke (and fetch) 2 0 . 2 B but 3 2 . I A, 3 2 . 1 B be allowed to
1 3, 5A,
imperatives 8 . 3C indirect 9 . 4A-B
comment phrases 1 3 . 5A comparison
can/cannot/can 't
ability 1 6. 1 A asking for/giving/refusing permission offers 1 6. 3 B possibility 1 6.2A possible arrangements 1 6.3A prohibition I 7 . 2A-B requests 1 6. 3B suggestions 1 6. 3 B
cataphoric reference 3 5 . I B causatives 8 . 3
certain to 5 . 1 D
certainty
about the future 5 . 1 D about the past 1 8. I D about the present 1 8. I C adverbs of 2 4 . 3C
characteristics, habits and routines future 4 . 4B past 1 8 . 2 B present 1 8 .2A
classifying possessives 2 6 . 3A classifying relative clause 3 1 . 1 C clauses, linking coordination 30.3A subordination 3 0 . 3 B see also relative clauses
cleft sentences 01/ 34. 1 D
it cleft sentences 34. 1 B form 34. 1 A
the (onlyllast) thing 34. 1 D reversed cleft sentences 34. I E use 34. 1 A wh- cleft sentences 34. 1 C-D
1 6 .4A
os + adjective + a + noun + as 2 2 . 2 D a s + adjective + as 2 2 . 3D adverb use 2 4 . 2 B combined comparison 2 2 . 3B contrastive comparison 2 2 . 3C emphasis and strength 2 2 . 1 D equality 2 2 . 1 E, 2 2 . 2A exceptions 2 2 . I B form 2 2 . 1 A irregular adjectives 2 2 . I C less 2 2 . 1 F like + noun/verb phrase 2 2 . 3D metaphors 2 2 . 3 D negative comparison 2 2 . 2 B (not) adjective + enough + (forlto) . . 2 2 . 2 C preposition u s e 2 9 . 2 D progressive comparison 2 2 .3A similes 2 2 . 3 D s o + adjective + (that) 2 2 . 2C such 2 2 . 2 D too + adjective + (farlto) 2 2 . 2 C ungradable adjectives 2 3 . 2 D use 2 2 . 1 A see also superlative adjectives
complement 3 0 . 2 B compound nouns 2 6 . 3C concession (see contrast) condition
on (the) condition (that) 1 0 . 7 B participle phrases 1 3 . 2 B
conditionals
alternative conditions 1 0 . 7 E first conditional 1 0. 3A-C general conditional 1 0. 2 imaginary conditions 1 0 . 7 C impossible conditional 1 0. 5 improbable conditional 1 0 . 4 likely conditional 1 0 . 3 mixed conditionals 1 0. 6 necessary conditions 1 0 . 7 B negative conditions 1 0. 7 A past conditional 1 0. 5 possible conditional 1 0. 3A-C second conditional 1 0.4A-C sentence patterns 1 0. 1 B sentence structures 1 0. I A third conditional 1 0. 5A-C unexpected conditions 1 0. 7 D unlikely conditional 1 0. 4 zero conditional 1 0 . 2A-C
continually
1 . 2C
37�
�
discourse devices 1 .3
,uous, past periect ent continuous, present s '3
J"S
32. 1 .",,,mg expressions 3 6 . 2A prepositions 3 2 . 2 word order 36. 1 D coordination 30.3A could/couldn 't
ability 1 6. 1 B asking for/giving/refusing permission 1 6.4 in conditionals 1 0.4A-C, 1 0 . 5A deduction 1 6. 2 A + /love done 1 6 . 2 B offers 1 6 . 3 B possibility 1 6 . 2A-C possible arrangements 1 6. 3A requests 1 6. 3 B suggestions 1 6. 3 B countable (and uncountable) nouns 2 5 . 3 A-B
criticism forms 1 7 . 2A use 1 7 . 2 B
dates 3 3 . 2A (intensifier) 23 . 3A decisions
dead
qualifying 4 . 4C reporting 8 . 1 C will/won't + i n finitive 4.2A
deduction
future 1 7 . 5A logical deduction 1 7 . 5 past 1 6. 2 B , 1 7 . 5A present 1 6.2A. 1 7 . s A
defining phrases infinitive phrases 1 3 .4A participle phrases 1 3 . 2A
defining (and non-defining) relative clauses 3 1 . 1 C-E demonstratives (this/that, these/those) used as adjectives 28.2A used as intensifiers 2 8 . 2 B used as pronouns 28 . 2 B dependent prepositions (see prepositions,
dependent) desires expressing 1 8.4F hypothetical 1 8 . 5 despite 2 9 . 2 D , 3 2 . 2 , 36.2A determiners (see articles; demonstratives;
possessives: possessive adjectives; quantifiers) direct speech 9. 1 A disagreeing 1 8 .4E
auxiliary verb uses 1 9 . 1 A do so/it/that 35.2C emphasis 1 9 .2A-B expressions 2 0 . 1 B as main verb 1 9 .3A meanings 1 9.3C or make 20. 1 A in substitution 35. 1 A, 3 5 . 2 B due to 5. 1 B
have +
arrangements 4 . 3 b e going to + infinitive 4. 1 B . 4 . 2 B certainty 5 . 1 D decisions 4.2A. 4 . 4C expressions 5 . 1 future continuous 4 . 1 C, 4 . 3 B , 4 . 4 B (see also will/won 't + be + verb -ing) future perfect 4 . 1 D (see also will/won't have past participle) future simple 4 . I A, 4. 2A, 4 . 4 B-C (see also will/won 't + infinitive) intentions 4 . 2 B . 4.4C modal verbs 5 . 2 B near future 5 . 1 C in the past 5 . 3 prediction 4. 1 . 4 . 4 C . 1 8. I A probability 5 . 1 D qualifying future forms 4.4C routine events 4 . 4 B time clauses 4 . 4 D timetables 4 . 4A verbs with future meaning 5 . 2
echo questions form 7 . 4A use 7 . 4 B either 28.3A, 2 8 . 3 B elder, eldest 2 2 . 1 C ellipsis 35. 1 A-B omitting a noun 3 5 . 3A omitting a pronoun 3 5 . 3A omitting a verb 3 5 . 3 B om itting infi nitives 35.3C omitting wh- clauses 3 5 . 3C use 3 5 . I B emotion, expressing 7 . 1 D
emphasis cleft sentences 34. 1 fronting 34.2 inserting do 1 9 . 2 B inversion 3 4 . 3 stressing t h e auxiliary 1 9.2A word order 36 . 1 D end-weight principle 36. 1 B enough 2 2 . 2 C even i f 1 0. 7 D even s o 32. 3A-B even though 3 2 . 1 C every (one of) 2 8 . 3A everyone/body 2 7 . 4 everything 2 7 . 4 everywhere 2 7 .4 exception (prepositions) 2 9 . 2 D exclusion (prepositions) 2 9 . 2 D
object
+
past participle
causative use 8 . 3A commands 8.3C passive use 8 . 3 B promises 8 . 3C
future
each 28. 3A, 2 8 . 3 B
have got =
;t
have 1 9. 4A have 1 9 .4B
have (got) to/not have to
+
absence of obligation/necessity logical deduction I 7 . 5 necessity 1 7 . 1 A, 1 7 . 1 C . 1 7 . 3 obligation 1 7 . 1 A-B, 1 7 . 3 probability 1 7 . 5 he, she and it 2 7 . 1 A . 2 7 . 1 F he was said . . . 8 . 1 C it's high time 1 I . 2C however 7 . 1 D . 3 2 . 3A-B, 36.2A
1 7. 3
identifying relative clause 3 I . 1 C
if
alternatives to 1 0. 7 even if 1 0 . 7 D as if 1 1 . 2F if ... or not 7 . 3A. 9 . 3 B what i f 1 1 . 2 D see also conditionals if only
genitive (see possessives) gerunds 1 2 . 1 A
get
are getting 1 . 2 B passives 8. 1 E present perfect 1 9 .4B
get +
fetch 2 0 . 2 B
(a) few, (a) little 6 . 3A, 28. 3A. 28 . 3B finite and non-finite clauses (see participle
patterns 1 0. 3A uses 1 0. 3 B-C focus 36 . 1 C for 3 . 1 B. 29 . 2 D for all 2 9 . 2 D for the sake of 2 9 . 2 D forever 1 . 2C
auxiliary verb uses 1 9 . 1 A contracted forms 1 9 . 1 B emphasis 1 9.2A have got = have 1 9. 4A as main verb 1 9 .3A meanings 1 9. 3 B or take + n o u n 2 0 . 1 C
as 34.2C adjective phrases 3 4 . 2 B adverbials 34.2C also 34.2B complements 34.2A infinitives 34.2C Objects 34. 2A such 34.2B though 34.2C furthermore 36.2A
do
phrases, infinitive phrases) first conditional
have
formal and informal language 3 6 . 2 D fronting
appropriate language 36.2D linking expressions 36.2A parallelism 36.2C reference 3 6 . 2 B distance 33.2A
t
L I
I ',
1"
\.
j
object
+
past participle
causative use 8 . 3A commands 8 . 3C passive use 8 . 3 B promises 8.3C going to 4. 1 B . 4.2B gone or been 2 0 . 1 D gradable adjectives 2 3. 1 A quite 2 3 . I D really, real, etc. 2 3 . 3A strengthening the adjective 2 3 . 1 B and ungradable meanings 2 3 . 3 B weakening t h e adjective 2 3 . 1 C
habits 4 4B. 1 8. 2A-B had better 1 7 . 4 half 28.3A. 28.3B on the other hand 3 2 . 3A-B. 36.2A hardly 6 3A hardly + inversion
34.3B
+
could (have) 1 1 . 3D differences from wish 1 1 . 3 E + past perfect 1 1 . 36 + past simple 1 1 . 3A ' unreal' past 1 I . 2A + would 1 1 . 3C imperatives 8 . 3C
'impersonal' pronouns aile 2 7 . 3 B you, we, they 2 7 .3A
inclusion (prepositions) 2 9 . 2 D indefinite adverbs 2 7 . 4 indefinite pronouns 2 7 . 4 Indirect commands common reporting verbs 9.4A patterns 9.4B
indirect questions form 7 . 3A use 7 . 3 B
indirect reported questions common reporting verbs 9.3A patterns 9.3B
indirect requests common reporting verbs 9 . 4A patterns 9.4B indirect speech 9. 1 A
371
--------��----------....................
------------
Indirect statements changes of adverb
9,2B
lately 3. 1 D , 3 . 3 B lay o r lie 2 0 . 1 E
1 8. 4 D
passive forms 8 , 1 B perfect 8, 1 8, 1 7 , 1 A permission , asking for/giving/receiving
changes o f pronoun 9 , 2 B changes o f tense 9 , 2C-D common reporting verbs 9 . 2A
least 2 2 . 1 F lend or barrow 2 0 . 2A less 2 2 . 1 F
possibility
modal verbs 9 . 2 E
like and as 2 2 . 3 D like + nounfverb phrase 2 2 , 3 D likely to 5 , 1 D
prediction 1 8. I A-B probability 1 7 . 5 prohibition 1 7 . 2
infinitive phrases active infinitives 1 3 , 3A comment p h rases 1 3 . 5A as complement 1 3 . 3 B defin i n g phrases 1 3 . 4A form 1 3 , 3 passive i n fi nitives 1 3 . 3A of p u rpose 1 3 . 4 B of result 1 3 . 4 B style 1 3 . 5 8 as s u bject 1 3 , 3 8 types 1 3 ,4 use
1 3,3
infinitives active 1 3. 3A after adjectives 1 2 . 2 C after n o u n s 1 2 , 2 C form 1 2 . 2A fronting 3 4 . 2C passive 8 . 2 B , 1 3 . 3A perfect infinitive 1 3 , 3 A of purpose 1 2 . 2 B o f result 1 2 , 2 8 split infinitives 1 2 . 2A verb + infinitive 1 2 . 3B-D
see a/so infinitive phrases information order (see ordering information)
information principle -ing forms
36. 1 A
as adjectives 2 1 , 2A as objects 1 2 , I A passive 8 . 2 A patterns 1 2 , 1 8 as subjects 1 2 . 1 A verb + -ing form 1 2 .3A, 1 2 . 3C-E I nstructions 1 8 . 4D
intentions be going to + infinitive 4 , 2 8 qualifying 4 . 4C
Inversion
linking expressions
36.2A
(a) little a n d (a) few 6 . 3A, 28.3A
little + inversion 3 4 . 3 8 a lot of 2 8 3A, 2 8 . 3 B
made from/of/out of/with 2 9 . 2 D make expressions 2 0 . I B or do 2 0 . 1 A manage to 1 6. 1 A many 2 8 . 3A , 2 8 , 3 8 may/may not asking for/giving/refusing permission deduction 1 6. 2 A inversion 3 4 , 3 8 offers 1 6 , 3 B
1 6.4A
possibility 1 6 . 2A-C prohibition 1 7 .2A-B requests 1 6. 3 B speculation 1 6. 2 A suggestions 1 6, 3 B 29,2D
might asking for/giving/refusing permission + have dOlle 1 6. 2 B offers 1 6,3B
1 6.4A
possibility 1 6. 2A-C requests 1 6, 3B speculation 1 6. 2 A suggestions 1 6 , 3 B mind you 3 2 , 3A-8 mixed conditionals 1 0, 6
modal verbs ability 1 6. 1 advice 1 7 . 4
1 8. 2
hypothetical would
1 8. 5
i n indirect statements 9 . 2 E instructions
1 8. 4 D
logical deduction necessity
just 3 . 1 D , 5 , I C
1 8. 2
expressing desires 1 8. 4 F expressing prefere nces 1 8. 4 F future meaning 5 , 2 B habits
obligation offers
refusal 1 8. 3 requests 1 6. 3B, 1 8,4C routines 1 8. 2 speculation 1 6, 2 suggestions 1 6. 3B, 1 8. 4 8 willingness 1 8. 3 see a/so b e able to; can/cannot/can 't; could/couldn 't; have (got) to/not have to; may/may nat; might; must/must not/mustn 't; need to/need not; ought/ought not/oughtn 't to; shall/shan 't; should/should not/shouldn 't; will/won 't; WOUld/WOUldn 't
1 7.5
1 7. 1 , 1 7,3 1 7 , 1 , 1 7 .3
1 6. 3 B , 1 8,4A
verbs 6 , 3 B neither 2 8 , 3 A , 2 8 , 3 B , 3 4 , 3 8 neither . . . nor 6 , 1 D neutral words (register) 3 6 . 2 D nevertheless 3 2 , 3A-B, 3 6 , 2A no 6 , 1 C, 2B,3A, 3 4 , 3 B no one/body 2 7 . 4 no sooner . , t/wn 6 . 1 D , 34,3B
nominal pronoun 3 1 , 2 A nominallsation use in discourse 36, I E verb --> n o u n 2 5 . 5A verb p h rase --, noun p hrase 2 5 . 5 B
non-defining (and defining) relative clauses 3 1 , 1 C-E none of the 6, I D , 2 8 ,3A, 2 8 , 3 B nonetheless 3 2 . 3 B nor 3 4 , 3 B
1 4, 1 B
passive forms 8. 1 B phrasal verbs 1 4 , 2 , 1 4. 5A-8 p h rasal-prepositional verbs 1 4, 4 , 1 4 , 5 D prepositional verbs 1 4 . 3A-8, 1 4. 5(, 1 5 ,2A,
neither , . nor 6. 1 D not before adjectives 6 , 1 B, 2 2 , 2C not . , for 6, 1 D not only 6 , 1 D, 3 4 , 3 B before quantifiers 6 , 1 B with verbs 6. 1 A nothing 2 7 , 4
nouns
1 5, 5A
agreement: collective noun + verb 2 5 . 4 D
use 1 4 , 1 word list 1 4, 5 must/must not/mustn't advice 1 7 . 4 + have done 1 7 , 5 logical deduction 1 7 , 5 necessity 1 7 . 1 A , 1 7 , 1 C obligation 1 7 . 1 A-8 probability
arrangements 1 6. 3 A certainty 1 8 . 1 C-D
in cleft sentences 34, 1 8 impersonal 3 3 , 2 C
uses 2 7 . 1 F, 3 4 , 1 E , 3 5 . 2 D i t looks a s though 3 3 , 2 8 i t seems a s i f 3 3 . 2 B It was said , 8, 1 C
restrictive quantifiers 6 , 3A
1 7 .4
form 1 4, 1 formal and informal use meaning 1 4, 1 C
i n conditionals 1 0 , 2 A , 1 0,3A, 1 0,4A. 1 0 , 5A deduction 1 6. 2 , 1 7 . 5 disagreeing 1 8 . 4 E
a s 'empty' subject 3 3 . 2 A , 3 3 , 2 D comll1on expressions 3 3 . 2 8 u s e 3 3 ,2A, 3 6 . 1 E 1A
prefixes 6 . 3C restrictive adverbs 6 . 3A , 3 4 , 3 B
multi-word verbs
means (prepositions) metaphors 2 2 . 3 D
no/not expressions 6 , 1 D not before adjectives 6 , 1 8 not before quantifiers 6 , I 8 not with verbs 6 . 1 A
negative words
mare 2 2 , I A-B, 2 2 , I D-E, 2 2 . 3B wlwt's more 36,2A mast 22, l A. 2 2 , 1 D, 28.3A much 28.3A. 2 8 , 3 8
characteristics criticism 1 7 , 2
introductory: introductory: introductory: pronoun 2 7 .
1 6,4
1 6. 2
promises 1 8,4A recommendation
subject-auxiliary inversion 3 4 , 3 B subject-verb inversion 3 4 , 3A it
78
orders
agreement: n o u n ending in - s + verb 2 5, 4 C agreement: subject + verb + object/complement 2 5. 4 A agreement: two subjects/plural subject + verb 2 5. 4 B compound n o u n s 2 6 , 3 C countable n o u n s : meanings 2 5 . 3 B countable n o u n s : u s e 2 5 , 3 A form and meaning 2 5 , 1 A gender 2 5 . 1 B negative prefixes 6 , 3C
1 7.5
proh ibition 1 7 . 2 recommendation 1 7 . 4 nearly 2 3 , 2 C
plurals: irregular 2 5 , 2 B
necessity
plurals: no singular form 2 5 , 2 C plurals: regular 2 5 , 2A + to + infinitive 1 2 . 2 C
absence of forms use
1 7 .3
1 7 . 1 A, 1 7 ,3A
uncountable n o u n s : meanings
1 7 . 1 C, 1 7 , 3B
need to/need not absence of obl igation/necessity have done 1 7 . 3
+
necessity 1 7 , l A, 1 7 . 1 C, 1 7 , 3 obligation 1 7 , 1 A-B, 1 7 , 3
negative questions
1 7 ,3
see also possessives nowhere 2 7 , 4
obligation
negative transfer 6 , 1 E
absence of 1 7 , 3 forms 1 7 , I A, 1 7 .3A use 1 7 , I A-B, 1 7 , I D , 1 7 , 3B obliged to 1 7 . 1 D
no 6 , I C
of [see
form 6,2A use 6,2B
negative statements
25,3B
uncountable nouns: quantifying 2 5 , 3C uncountable nouns: use 2 5 , 3 A
possessives)
379