Tài liệu "Devoloping.Grammar In Context".
Trang 21 Acknowledgements v Introduction vi ~ Learning grammar, and how to use this book 1 Time and tense he a a Ww oON DH 10 11 12
The present simple 7
The present continuous 12
The past simple 18
The past continuous and the past simple 23
Used to and would 29
The present perfect simple 35 The present perfect continuous 41 The past perfect 47
Going to and will 53
Present tenses for talking about the future 58 The future continuous and the future perfect 63 Review Unit 1 Units 2-12 Time and tense 69 Sentences 13 14 15 16 17 18 19 Word order 73
The imperative and instructions 78 Do and other auxiliaries for emphasis 83 Features of spoken English 89
Question forms 1: basic questions 95 Question forms 2: tags and indirect
questions 101
Reported speech 1: say, tell, ask 107 20 Reported speech 2: reporting verbs 113 21 Defining relative clauses 119
22 Non-defining relative clauses 125
Review Unit 2 Units 13-22 Sentences 130 Other verb forms
23 Verbs followed by the infinitive or the -ing form 133 24 25 26 27 28 29 First, second and zeteéendifional sentences 139 The third conditional, wishes and regrets 145 The passive 151
Verbs confused with the passive Get / have something done 163 Be/getusedto 168 157 Review Unit 3 Units 23-29 Other verb forms 174 Naming and describing 30 31 32 33 34 35 36 37 38
Articles 1: general introduction 177 Articles 2: special uses 183
Personal, possessive and reflexive
pronouns 189
Possessives and demonstratives 194 Countable and uncountable nouns and expressions of quantity 200
Adjectives and adverbs 206 The order of adjectives 212 -ed and -ing adjectives 218 Too, (not) very, (not) enough, so and such 223 Review Unit 4 Units 30-38 Naming and describing 229 Functional areas 39 40 41 42 43 44 45 46 47 48
Requests, permission and offers 223 Suggestions and advice 239
Talking about ability 244 Frequency expressions and tend to Ways of comparing 1 255 Ways of comparing 2 261
Describing with look and like 267 Similarities and differences: so and neither 273
Possibility in the present 278 Possibility in the past 284
Trang 349 Present obligation and necessity 290 Appendix 1 Irregular verbs 306
SO Past and future obligation and Appendix 2 Phonemic symbols 308
necessity 296
Review Unit 5 Units 39-50 Functional Glossary 309 areas 302 Answer key 311
Trang 4
Acknowledgements
Much time has elapsed since this book was first thought of We would like to thank first of all Bob Obee for putting us
in touch with Cambridge University Press, and then Jeanne
McCarten for leading us up to the commissioning of the title and beyond Since those early days our thanks go also to Alison Sharpe, Mickey Bonin and Brigit Viney, who helped us see the project through to the final stages Along the way we also owe thanks to Noirin Burke, Geraldine
Mark, to Jean Hudson for CANCODE data, and to all the
staff at Cambridge University Press involved in the development and production of the book Thank you too to Bell International for providing writing time for Mark For our children, Laura and Alex, who nearly stopped the whole thing in its tracks, and for our parents
The authors and publishers would like to thank the following people and institutions who reviewed and pilot tested material from this book and helped to shape it Prof Snezana Bilbija, Montenegro, The Federal Republic of Yugoslavia
Trevor Bryant, Language Studies International, Cambridge, UK
Henny Burke, British Language Centre, Madrid, Spain
Stephen Bush, The British Institute of Florence, Italy
Claire Embleton, London, UK
Chiara Ferdori, Casalecchio, Italy
Leigh Fergus, Executive Language Services, Paris, France Mick Gammidge, London, UK
Rebecca Hughes, University of Nottingham, UK Lindsay Kelly, Turkey
Key Language Services, Quito, Ecuador
Samantha Lewis, Centro de Estudios de Ingles, Madrid, Spain Raul Mar, Universidad de Cuautitlan Izcalli, Mexico Prof Antonio Morales, School of Tourism, Cienfuegos, Cuba
Leticia Moreno, Universidad Juarez de Durango, Mexico
Graham Palmer, Bell School, Saffron Walden, UK Maroussa Pavli, Athens, Greece
Mary Nava, LUniversita Cattolica and IULM, Milan, Italy
Sosefina Pefia, Sol y Son, Habana, Cuba
Peter Strutt, British Institute, Paris, France
Wayne Trotman, The British Council, Izmir, Turkey
G.N Woods, The Language Factory, Cuorgné, Italy The authors and publishers are grateful to the authors, publishers and others who have given permission for the wse of copyright material identified in the text It has not been possible to identify, or trace, sources of all the materials used and in such cases the publishers would welcome information from copyright owners
PP-2 53, 77, 119 (bottom), 150 (Classwork), 180, 190 and
296 (left): adapted extracts from The One Hundred Stupidest Things Ever Done, by Ross and Kathryn Petras reprinted by
permission of Michael O’Mara Books Ltd; p.7: ‘Fame and
Foster’, by Gabrielle Donnelly from Sainsbury's The Magazine, December 1996; p.8: ‘My kind of day: Jane Seymour’, from Radio Times, 9-15 November 1996; p.11: ‘Just nipping to the shops for a few days’, by Michael Booth from The Independent on Sunday, 19 January 1997; p-12: ‘Trufflers dognapped’, © The Observer, 2 February 1997; p.18: ‘The trickle-down family economy’, by Vivek
Chaudhary © The Guardian, 14 August 1996; p.21: ‘Wheel of fortune’, by Mark Lawson © The Guardian, 27 December
1995; p.29: ‘Father's story, daughter’ story’, by Val Sampson from the Daily Mail, 5 December 1995; p.35: ‘New job/old
job’, by Peter Carty © The Guardian, 13 December 1995,
p-41: ‘Mystery of Yuletide cards from nowhere’, by Richard
Smith from The Independent, 21 December 1996; p.47: ‘The
plane that flew solo’, by Martin Kettle © The Guardian, 25 November 1997; p.63: ‘Doctors’ orders in a brave new world’, by Sarah Boseley © The Guardian, 3 December
1998; pp.70 (top), 75 and 197: adapted extracts from Tall
Stories, by Russell Ash and Mike Gordon, reproduced by
permission of Russell Ash, Aurum Press 1994; p.70
(bottom): ‘Zoo waits for its 297 Ib baby to take her bow’, by Nicholas Schoon from The Independent, 19 January 1996; p.73: ‘Golden goal makes it 425-1’, by Richard Smith from The Independent, 9 November 1998; pp.78, 79 and 82: extracts from The Exploratory’ Adventures in Science, used by permission of The Exploratory, Bristol; p.83: ‘Hardlife — The parapsychologist forever sceptic’, by Johnny Beardsall © Telegraph Group Limited, 21 October 1995; p.95: ‘The
questionnaire — Pat Cash’, compiled by Rosanna
Greenstreet, as seen in The Guardian, 4 July 1998; p.107:
‘Gunman flees with £650,000 Picasso’, by Dan Glaister © The Guardian, 7 March 1997; p.113: ‘Branson's crew
ditched $2,000’, by Paul Marston © Telegraph Group Limited, 10 January 1997; p.119 (top): extract from The Guardian © The Guardian, 5 April 1997; p.119 (centre): ‘Monkey business fills Punjab jail’, by Rahul Bedi © Telegraph Group Limited, 19 August 1997; p.121: ‘Taking the Mickey II’, the Daily Express, 9 February 1996, p.125: ‘The new deal’, by Douglas Kennedy from The Independent, 9 December 1995; p.127: ‘A model come-back — after 28
years and 10 children’, by Richard Smith from The
Independent, 3 March 1997; p.128: ‘Honour for hero in river
rescue’, the Bath Chronicle, 25 March 1998; p.133: extracts
Trang 5Tim mem, 23 Sepumber 1997: pp.137 (texts 1 and 2)
amt DOG (agian): Bezarve Tales from New Scientist
Tapniincnd win permission from New Scientist magazine, ‘the global! sxtharaty on science and technology news © RBI
wwe NewSciemtist.com: pp.137 (text 3), 278 and 279: adegerd extracts from Fortean Times Weird Year, 1996; p.139:
‘Jeguner saviour of the world’, by Adrian Berry © Telegraph Gaoup Limited, 27 January 1996; p.145 (top): ‘Alive after four days in a watery tomb’, by Luke Harding &
Cimistopher Zinn © The Guardian, 10 January 1997; p.145 (boom): ‘Talking parrot saves trapped van driver’, by Sean ONeill © Telegraph Group Limited, 19 February 1998; p.147: Cartoon copyright © 1996 Steven Appleby, first
published in the Weekend Guardian, 23 November 1996;
p.151: Police? I want to report a burglary’, by Stuart Miller
© The Guardian, 19 November 1997; p.154: ‘Number
crunching: Coca Cola’, Time Out, 27 September—4 October 1995: p.155 (top): ‘A prize reprised’, by Tristan Davies © Telegraph Group Limited, 11 October 1997; p.155: ‘Teenage couple’ © The Observer, 19 October 1997; pp.157 and 288: adapted extracts from The Giant Book of the Unexplained, by
Damon Wilson, with the permission of Constable and
Robinson Publishing Limited; p.163: ‘50p brooch sells for
£13,000’ © The Guardian, 25 February 1998; p.168: ‘Its a
power thing’, by Rosalyn Clark © The Guardian, 14 November 1996; p.177: ‘Inmate copied cell keys from
memory’, from The Independent, 3 March 1998; p.183:
Prospect Music and Art Tours; p.189: ‘March of the
machines’, by Kevin Warwick from the Daily Mail, 5 March
1997; p.194: ‘Twin troubles’, reproduced by permission of Family Circle, December 1996; p.200: adapted extracts from
Malaysia, Singapore & Brunei, ed 4, Lonely Planet, 1991,
‘reproduced by permission of Lonely Planet Publications; p.203: adapted extract from Round the World in Recipes, by Michael Bateman Reproduced by permission of Hodder and Stoughton Educational Limited; p.218: ‘Lost girl takes a tough trek via field and forest’, by Richard Alleyne from the Daily Mail, 10 December 1997; p.233: The Bash Street Kids are @p and © D.C Thomson & Co Ltd.; pp.224 and 225: adapted extracts from ‘From music to maths’ by Jamie
Wilson from The Guardian, 23 September 1997 © Jamie
Wilson; p.228: ‘Beetle maniacs who make power lifters look puny’, the Daily Express, 9 February 1996; p.229: ‘The more
the merrier’, by Joanna Moorhead © The Guardian,
29 January 1997; p.239: Augusta, by Angus McGill and Dominic Poelsma from the Mail on Sunday, 25 February
1997; p.244 (text 1): ‘Squeeze star’, from the Cambridge
Evening News, 7 February 1997, p.244 (text 2): ‘Animal magic’ © The Guardian, 23 October 1998; p.244 (text 3): the Department of Work and Pensions; p.249: ‘How Rosencrantz and Macduff passed a screen test to prove that monkeys can add up’, by Tim Radford © The Guardian, 23 October 1998; pp.255 and 257: ‘Flying in the face of
modern travel’, by Kevin Rafferty © The Guardian, 28 February 1996; p.259 (text 1): ‘Pain relief’, Marie-Claire,
May 1997: p.259 (text 2): ‘Mind and body; big ears’, by Rita Carter from She magazine, September 1996; p.260 (text 1): ‘How to avoid getting a cold this winter’, Red, December 1999: p.261 "At £5.000 a pair, the jeans worth inheriting’,
by Natalie Clarke from the Daily Mail, 27 January 1997,
p.284 (top): ‘Killer comet's deadly strike’, by Steve Farrar
ACKNOWLEDGEMENTS
from the Cambridge Evening News, 29 January 1997; p.284 (bottom:): ‘Our ancestors were such an upright lot’, by
Charles Arthur from The Independent, 11 September 1996,
p.285 (left): ‘Stop, thief! You’ve dropped your cash’, from
the Daily Mail, 27 January 1997; p.285 (right): ‘£30,000
pedigree chum is grabbed by dog nappers’, by John Hampshire from the Daily Mail, 15 January 1996; p.290: ‘Anna Blundy calls Denise Lewis’, by Anna Blundy,
© Times Newspapers Limited, 14 February 1998; p.292
‘Odd jobs for young Bonds’, from the Daily Mail, 5 December 1995
p.40: the Classwork activity is based on an activity in Grammar Games, Mario Rinvolucri, Cambridge University Press, 1984; p.199: the Classwork activity is based on an idea (Values Topics) in Keep Talking, F Klippel, Cambridge
University Press, 1984
The authors and publishers are grateful to the following for permission to reproduce copyright photographs:
p.7: Rex Features Ltd/Stewart Cook; p.23: Advertising
Archives; p.29: Rex Features/Mike Lawn; p.49: Corbis/Joseph Sohm ChromoSohm; p.58: Eye
Ubiquitous/David Lansfied: p.63: Corbis; p 70: Chester Zoo; p.73: Corbis JFPI Studios, Inc.; p.95: Action Images Ltd; p.101: NHPA/Henry Ausloos; p.107: ‘Téte de Femme — Dora Maar’, 1939 by Pablo Picasso Colour transparency © The Solomon R Guggenheim Foundation, New York;
© Succession Picasso/DACS 2003; p.113: Popperfoto; pp.125, 218 and 229: News Team International Ltd; p.137: NHP&A/Eric Soder; p.145: South West News Service; p.156:
Life File Photographic Agency/Andrew Ward; p.168: Guardian Newspapers Ltd/Sean Smith; p.183: Corbis/Charles & Josette Lenars; p.189: Science Photo Library/Sam Ogden; pp 94 and 281 (centre):
PowerStock/Superstock Ltd; p 200: NHPA/Mark Bowler;
p.206: Corbis/Stephen McDonough; p.212 (top and centre): Bonhams Picture Library; p.228: NHPAJJames Carmichael Jr; p.250: The Bath Chronicle; p 261: VinMag Archive; p 266:
Corbis/Adam Woolfitt; p.267 (left): Capital Pictures/Phil
Loftus; p.267 (right): The Lookalikes Agency; p.281 (top): Arcaid/lan Lambot; p.281 (bottom): Jacqui Hurst; p.290: Action Plus
Commissioned photography by Nigel Luckhurst: pp.1 and 89
Freelance picture research by Mandy Twells
Cover design by Mark Diaper
Trang 6Introduction
Developing Grammar in Context (intermediate) is a grammar reference and practice book which can be used by learners for self-study, or can be used in class A basic premise of the book is that learners need to meet examples of a grammatical structure in an authentic context, and think about its use, before they try to use it for themselves
To the learner
You do not have to start Developing Grammar in Context at the beginning and work through to the end You can use the Contents pages to help you find the particular areas that you want to understand and practise We do suggest, however, that you start with Unit 1, which is different from the other units It is a guide to using this book, and it also helps you to think about learning grammar
To the teacher
Each unit has four sections These are:
= Getting started: This section presents the grammatical structure in context in a written or
spoken text It is a good idea to do some scene-setting work before your learners read the text For example, in Unit 4, the text is about children’s spending money, and you could ^ discuss with your class how much money children have in their country or countries Teach
any difficult words in the text before they read Let learners do the short exercises in pairs, or let them compare their answers with one another
Looking at language: This is the language reference section of each unit You can just read through it with your learners, stopping to do the short exercises which test learners’
understanding of the explanations You could also ask learners to make their own notes from this section If you prefer to clarify language points in your own way, learners could read this section at home
7 Getting it right: Exercise 1 (accompanied by the symbol Pp ) is the core exercise here It is designed to raise awareness of a grammatical structure rather than ask learners to produce it
For this reason, always do this exercise with your learners, and do it first Exercises 2-4 (which have the symbol [~) provide practice of the structure, and you or your learners can
choose which exercises are most useful for your learners and / or the order in which to do them In all exercises, it is a good idea to allow learners to work in pairs or groups to discuss
and compare their answers You may be able to exploit some exercises for speaking practice
Trang 7how best to use your classroom for these activities; you may want to rearrange seating patterns or furniture
Review units practise and test mixed structures, so they are best used after all the units in a
Trang 8‘use this book
Getting started
1 Read the text below, How to use this book, and answer the questions
a) How many sections does each unit of the book have?
c) Where can you find different grammar points in the same
OXCICISE? occ ccc ccce cece eceneeseetteeesaetiettveteenereeeseneeted
How to use this book
Each unit of the book begins with a section called Getting started In this, you read a short text and answer some questions about it The text has examples of the new grammar in the unit Then the Looking at language section explains the new grammar and has some short exercises The Getting it right section provides four exercises You should always start with Exercise 1 which has a > sign This exercise checks you understand the grammar points in the unit Then Exercises 2-4 of Getting it right give you practice in using the grammar These exercises have a [> sign to show that you can choose which ones to do You can use the last section, Classwork, in class Here you can practise the grammar by speaking to other
students
There are 50 units in the book and five Review units The Review units revise the
grammar points in the previous group of units and let you practise different grammar points in the same exercise
2 Look at this sentence from the text:
You read a short text and answer some questions about it Find an example of the following in the sentence:
Trang 9Looking at language
Here is a list of some of the grammatical terms used in the book How many do you know?
Nouns and related words
Noun This is usually the name of a thing, place or person: table, furniture,
London, Sue Nouns can be countable with a singular and a plural (table, tables) or uncountable (furniture)
Article the, a, an
Possessive A word which shows possession: my, your, his, her, its, their, our (house, car etc.)
Pronoun A word which can replace a noun: J, you, he, she, it, they, we, him, us, which, that, mine, ours
Adjective A word which describes a noun: lovely, bad, big, exciting Verbs and related words
Main verb A verb which usually shows actions and situations: She went to bed early last night I live in London
Auxiliary verb (be, đo, have) A verb which is used with a main verb to give short answers
and to express negatives, questions, the passive and some tenses: This song was written ten years ago We’re having breakfast at the moment Do you like
sport? Yes, I do Jamie doesn’t eat meat They've travelled all over the world Modal verb (will, would, can, could, may, might, must, should etc.) A verb which is used
with a main verb to add extra meaning Modal verbs express, for example, ability, possibility and obligation: I can speak English They might have some tickets You should buy your mother a birthday present
Active verb This is used when we want to focus on the person or thing doing the action: Susie opened the parcel Three cars blocked the road
Passive verb This is used when we want to focus on the person or the thing affected by the action: The parcel was sent three days ago The road was blocked
Infinitive A form of the verb: (to) go, (to) eat, (to) write, (to) like
Imperative A verb form that looks like the infinitive without to and is used to give orders and instructions: Come here Take the top off the bottle
Adverb A word which describes verbs, adjectives or other adverbs Adverbs often
end with -ly: easily, nicely
Tag question A phrase added at the end of a sentence to make a question: It’ good, isn’t it? 1 Write the grammatical term for each underlined word in the story below
Edgar Lunden was easily caught and arrested after he stole six pounds of potatoes from a
supermarket One reason for his quick arrest was that Edgar Lunden had his full name tattooed across his forehead
Trang 10Words about sentence structure
Subject A noun (or pronoun) which normally comes before the main verb: Sue is busy at the moment Tigers live in the jungle
Object A noun (or pronoun) affected by the action of a verb: He watched a film Clause A group of words which contains a subject and main verb Sentences can
have one or more clauses: The plane took off (clause 1) and we were on
our way (clause 2)
Phrase A group of words together: very quickly, at the moment, with long hair
Other words about grammar
Comparative A word used to compare two things: bigger, easier, more comfortable
Conjunction A word which joins two phrases or clauses together: and, but, when etc
Contraction This happens when a verb is shortened and joined with the previous
word: I'll, I'd, I’m, we’re, you’re, it’s
Preposition A word usually placed before a noun to express a relationship such as time or place: I'll see you at eight o'clock It’s in the house
Reported speech This is used to report what someone said: He said that he would like to be president He invited me to his house
Superlative Words used to compare one thing with a group of other things: the biggest, the most comfortable
2 Draw lines to match each word and phrase to a grammatical term
1 the easiest 2 on 3 theyre 4 faster 5 She told metogo 6 He's nice, isn’t he?
reported speech contraction preposition tag question superlative comparative Getting it right
p Exercise 1 How we learn grammar
A How do you think you learn grammar? Put sentences a)—d) in the right order, 1-4 a) You try to use the new grammar, but make some mistakes
b) You notice some new grammar that you haven't seen before !
c) You read about the grammar again to understand it better, and then you can use it
correctly!
d) You try to understand the meaning of-the new grammar
B Now match the underlined words in sentences a)—d) to the grammatical terms below Example: adjective NOW oo
1 adverb 4 contraction 7 plural nown 2 article 5 inflinitive
3 cotmparative 6 modal verb
Trang 11Exercise 2 What is grammar?
A Look at the pairs of sentences and put a cross (¥) next to those which are not correct
Example: a) Give Sally the flowers She love flowers %
b) Give Sally the flowers She loves flowers
1 a) Ive been to New York in 1999
b) I went to New York in 1999
2 a) She used to live in a big old house in the country
b) She would live in a big old house in the country
3 a) He told me he couldn't come with us
b) He said me he couldn’t come with us
4 a) There were too many people in the room and it got very hot
b) There were too much people in the room and it got very hot
5 a) While I was thinking, I walked into a garden
b) While I was thinking, 1 walked into the garden
6 a) I love Italian food This is wonderful
b) 1 do love Italian food This is wonderful
7 a) Do you think you could pass me that pen?
b) Can you pass me that pen?
8 a) IfI can, Pll get that book for you
b) If 1 could, Pd get that book for you
B Look at these two statements about learning grammar: a) Learning grammar is learning what is right and wrong b) Learning grammar is choosing the best form for a particular situation Look back at sentences 1-4 and 5-8 and answer the questions 1 Which group, 1-4 or 5-8, shows us that statement a) is true?
2 Which group shows us that statement b) is true?
From your answers you can see that learning grammar is learning the correct form and
choosing the best form for a particular situation
Trang 12b Exercise 3 Learning from learners
Look at the corrected mistakes in these examples from learners’ writing Suggest a unit of this book that will help them avoid this mistake again
am taking
Example: At the moment I teke a short course at a language school near my home
Unit 3 The present continuous listening reading 1 In my spare time I enjoy Hsten to music and sead storybooks "¬ TH TT TỰ 0T 0000008 099010 0n1100011d1trntdtrrttrrdtrrrtrrtiirditeintrilnniird 2 When I was a child I live in Bucharest 0000.0 cccccccccccssccueccccecuueeveceecseuueseccseceeseeeseeeseveseeeses put 3 You putting the card in the machine and the money comes out here TẬÉ 1111111181111 2121 1T 1n HT tp DỰ n2 rrr crn 4 People need a stadium for sport It can also ase for entertainment HÀ n1121T1111 11111 1211111181 Su ng 9 th nh gtnttgngntttntdtttrrdeeerdnelrinneuie 5 I was born in Singapore, but | d#ve in Kuala Lumpur since I started work easier |
6 I have not been to a single-sex school, but I feel that it is mere-easier for a teacher to teach in a single-sex schoOÌ c2 nh nh HH HH HH HH HH khu
exciting
7 The party was really told
8 My teacher seid me I needed to work harder 55252 2 n0 122 sau
tb Exercise 4 Choosing what to do
You should always do Exercise 1 in Getting it right After that try to choose the most useful exercises for you
Look at Exercises 2, 3, 4 and Classwork from Unit 2, and choose the most useful exercise(s) for learners 1-5
Example: 1 have problems making questions Exercise 2 and Classwork
Learner 1 I learn best when I can talk to other students and practise my spoken English Learner 2 I think I can improve my grammar by writing in English
Trang 13Classwork
1 Look at the questions in the chart about learning a language Write yes or no in the You column
2 Interview your partner and write his / her answers in the Your partner column Compare your answers Which questions suggest good ways of learning a language? „ ] Question You ' Your partner {
1 When you speak English, do you stop yourself when you l
notice you have made a mistake? 2 Do you often guess the meaning of new words? „ Fgae laa} ocits: Tate @ Py 3 Do you always speak to your classmates in your own language?
4 When you are speaking, do you stop the conversation and look up words you don’t know in a dictionary?
5 Do you try to remember new words by using English explanations or pictures?
6 If someone doesn’t understand you, do you try to say the sentence again in a different way?
Trang 14
rhe present simple
Getting started
1 The text below is from an interview with Jodie Foster, a Hollywood actress and director Read the text and answer the questions
a) In what ways is Jodie Foster's life not like a starS HÍe? nh Hee
b) Why does Jodie want to have an ordinary life? 0000.00.00 ct neces odie enjoys living a life around Los Angeles
that is as un-starlike as she can make it She
refuses to have a personal assistant, does her
own food shopping and takes her own letters to
the post office ‘I have always lived like that,’
she says, ‘and I always will I don’t want to become
someone who doesn’t know how to do things If I’m in Calcutta and I need to get to Bombay and a flight gets cancelled so I need to take the train, I want to know how to do that.’ She lives in a rented apartment in
„ „Š Hollywood and says that, when she is not working, her
=| favourite thing is to do absolutely nothing!
2 Look at these present simple sentences from the text:
She refuses to have a personal assistant, does her own food shopping and takes her own letters to the post office
I don’t want to become someone who doesn't know how to do things She lives in a rented apartment in Hollywood
How much do you know about the present simple? Underline the correct choice, i) or ii), below: a) The present simple is used to talk about things that are:
i) generally true ii) happening now
b) It is used to say how often something happens, with words like: i) for and since ii) always, sometimes and never c) It is made like this:
i) I/ you/ we / they take ii) I/ you / we / they takes
she / he / it takes she / he / it take
d) Negatives and questions are made with:
Trang 15Looking at language The present simple
Use
We use the present simple to talk about things and situations that are generally true: Digital cameras cost a lot of money They have very complex parts and they use a lot of battery power
She’s 27 years old and she has a small flat The general truth can be:
= a repeated action: She takes the train to work, but I usually drive a a permanent situation: She lives in a small flat in London
The present simple can also be used in informal stories For example, describing a film scene or telling a joke:
She walks into the room, and sees the bottle and two glasses on the table, so she knows
This man goes into a bar, and orders an orange juice and a packet of crisps
1 Fill in the gaps in this text by another Hollywood actress with verbs in the present simple Life is pretty busy at the moment 11 a 14-hour day, but I’m lucky because we're filming in the Santa Monica mountains, 15 minutes from home I’m usually up at 4 a.m
up then, too — he 3 to work before the phone starts ringing — and, after a coffee, Ï 4 to Agoure to arrive at exactly 5.42 It’s a wonderful drive — 1 see mountain lions, coyotes and sometimes snakes My day 5 with hair and make-up Then it’s straight into filming My husband 2 (from Radio Times, 9~15 November 1996) Form Positive statements Negative statements Wh- questions I/ you / we / they play she / he / it plays
I do not (don’t) play she does not (doesn’t) play
Where do you play? Where does she play? Yes / No questions Positive short answers Negative short answers Do you play? Does she play? Yes, I do Yes, she does No, I don’t No, she doesn’t Spelling
Other spellings of the third person singular are:
Trang 16Other points
= We can say how often something happens with adverbs of frequency like (nearly) always, usually, (quite) often, sometimes, (almost) never:
She nearly always takes the train to work I don’t often go shopping
« Note the present simple form of to be: I am, you / we / they are, she / he / it is a Note the third person singular forms: have — has, do — does, go — goes mw We often use you + present simple to mean ‘everyone’:
You need two photos to get a passport
= We use the present simple question What do you do? to mean ‘What's your job?’ See Unit 3 for a comparison of the present simple and the present continuous Getting it right
b Exercise 1 Subjects and verbs
In the advertisements below, fill in the gaps with the correct pronoun from the box The form of the present simple verb (e.g doesn’t have or don’t have) will help you he it you I she they at
Microwave-heated body/bed warmer
This special warmer gives you all the same warmth as a traditional
hot-water bottle but /! doesn’t have the problem of dangerous hot water
just put it in the microwave to heat up, and 2 stays hot for
always use mine on cold nights It’s so easy to use!’
This electronic dictionary contains over DIETING SUCCESS 100,000 words Does your weight depress you?
just needs two small batteries to run for hours Do you hate dieting?
and hours Ordinary dictionaries are large, and for man
y 6S, y Dr Dawes’s video course can help On
people 5 te are inconvenient to carry around, but aos this new video Dr Dawes explains how : this electronic dictionary fits easily into your pocket or
` to eat healthily In six easy steps,
bag, so 6 can take it wherever you go
9 shows you how to change
never go anywhere without my electronic up
- your eating habits ‘I’m much slimmer
dictionary My colleagues often want to borrow it, and : now, and 10 thank Dr Dawes my daughter uses it too ~ 8 checks her for that.’
homework with it.’
Extension
Write a similar advertisement for something you have bought recently
Trang 17_ b Exercise 2 Asking questions
Linda Magee, a television news reporter, was interviewed about her day Use the underlined sections of the article to write the interviewer's questions
| get_up around 7.00, some time before my husband, Alan 1 He’s_a
photographer, so he can often choose the time of day that he wants to work |
don’t have breakfast, 2 because | eat_a lot of snacks in the studio, but | get
breakfast for the kids before | leave the house 3 They usually have fruit_and cereal or toast 4 | generally walk or cycle to work unless the weather’s bad, and 5 it takes_about half an hour on foot and about ten minutes by bike When | arrive, 6 | discuss the day’s main stories with the news editor over a cup of coffee We usually prepare the midday news after that, but sometimes new stories
come in and we have to start again At 11.00 Sandy, 7 the hair and make-up assistant, gets me ready for the camera 8 Just before the broadcast | often feel
nervous, even after all these years! 9 The programme starts at exactly 12.00 and
10 lasts 20 minutes Then it’s back to the news editor to do the whole thing again
in time for the 4.00 broadcast
¬ eee e cette tt tet ete teeeeennnaes Once cece nh n TT 1102111111 Skkkvàu "2 ttetttteneseeeennnees Tooele eee e tee ee etter eeeteeeeeteeenntttteeaes Boece cece cette eee eenteeceeeeeeeetererssessenneees — —— Ắ cece cette cenit teste teen entebennnees
TT ch nh KH HH TT tk khe hờ 10
b> Exercise 3 Learning from learners
Look at this extract from a learner’s letter to a penfriend There are 11 mistakes in it Find them and correct them The first one has been done for you
Dear Akram, am
Thank you for your very interesting letter i very pleased to be
your penfriend Are you really have a swimming pool in the garden?
It sound wonderful As you know from my advertisement, I have IT years ola and came from Cartagena in Chile 1e got two sisters,
Maria and Fernanda, and they is both older than me My father own
a small paper factory, but my mother don’t work We living ina
house just outside the city I enjoying playing football and I am like
science-fiction Films
Trang 18fb Exercise 4 Written practice
Write a description of the world’s largest shopping centre using the information below and the verbs in the box in the order given
West Edmonton Mall, Alberta, Canada
5.2 million square feet Visitors’ spending: $16 million per day 800 shops, 110 restaurants (25,000 meals A 30-minute drive from the city centre
a day) 26 cinemas but no theatre 20,000 staff Open 08.00-24.00 20 million visitors per year
(adapted from an article by Michael Booth, The Independent on Sunday, 19 January 1997)
over have serve employ attract spend be have nothave open close
Classwork
1 Work in groups of three or four Learner 1 thinks of a job
2 Learners 2, 3 and 4 ask him / her questions in the present simple to find out what the job is They can only ask ten questions Learner 1 can only answer Yes, No or Sometimes
Example:
Do you get up early? Yes, I do
Do you wear a uniform? Yes, I do
Does this job need a lot of qualifications? No, it doesn't
Do you work inside? No, I dont Is the job very well-paid? No, it isn’t
Trang 191e present continuous |
Getting started
4 A truffle is a fungus found under the ground which is very good to eat Read the newspaper article about truffle-hunting dogs and answer the
questions
a) How are truffles found? EE LRT
b) What is the problem for truffle farmers in the year of the aTtiCÌ€? che a truffle a TRUFFLERS DOGNAPPED | %
olice in southern France are trying to find ten truffle-hunting dogs, stolen from their owners in the middle of the season for the fungi Police in Carpentras believe the dogs, trained to dig up truftles growing five centimetres below the ground, have been kidnapped
Farmers are getting around £150 a kilo for truffles this year Herve de Chiré, mayor of the village of Pernes-les-Fontaines, said: ‘Training the dogs takes years and the truffle
season is very short Some of the
farmers are offering up to £650 for the return of their dogs.’
TƯƠNG
2 Underli derline three examples of the present continuous (am / is / are + -ing) in the article
3 Tick (/) the correct choices:
a) The underlined verbs in the article refer to:
i) every year
ii) the year of the article
b) The present continuous is used to talk about actions and situations which are:
i) true at the moment
Trang 20Looking at language The present continuous
Use
The present continuous is used to talk about:
1 Actions that are going on around or at the time of speaking: Jane’s having a bath at the moment
2 Temporary situations Compare:
He’s working in Oxford just now (but next year he will do something else)
present continuous — a temporary situation
He works for a company in Oxford (he works there all the time)
present simple — a permanent situation
3 Changing situations, especially with verbs like get and become and with comparative adjectives like more, worse, better:
He’s getting fat, isn’t he?
This city is becoming more and more dangerous
4 Behaviour that happens more often than expected, with always, forever and constantly:
Why are you always shouting?
She’s forever buying me presents
Note that the auxiliary be comes before words like always and forever 5 Future plans See Unit 11
1 Are these sentences examples of 1, 2, 3 or 4 above?
a) I'm sure the air quality is getting worse round here
b) I hope he’s OK He’s constantly getting headaches
c) I’m staying with friends in New York at the moment, but I live in Washington
d) You can’t see her I'm afraid She’ trying to get some rest
Stative verbs
Some verbs are not usually used in the continuous They are called stative verbs, and are:
a verbs which describe thoughts, feelings and senses: think, know, believe, agree, remember, forget, understand, like, love, hate, mind, prefer, want, see, hear, smell, taste So we do not say:
Prrknewing-theanswer or Sheisnt-understandinganspthing We say: I know the answer She doesn’t understand anything
We use can with sense verbs We do not say: Paenethearingyou or Ldont+hearyou We say: I can’t hear you
m some other verbs which describe what things (and people) are, what they are like, and
what they possess: be, have, need, own, involve, depend on, seem, look, sound, smell, taste,
weigh So we do not say: Hanebeinghungry: or This-soup-is-tasting- nice We say: I am hungry This soup tastes nice
But some of these stative verbs can be used in the continuous sense Compare She's tasting the soup (her action) and The soup tastes good (what the soup is like), and What are you thinking about? (what are your thoughts?) and What do you think? (what is your opinion?)
Trang 21Form The present continuous is formed with the present tense of be and the -ing form of the verb Positive statements Negative statements Wh- questions
Tam (I’m) playing I'm not playing Where are you playing? you are (you're) playing you're not playing /
you aren't playing we are (we're) playing we're not playing /
we aren't playing they are (they’re) playing | they’re not playing /
they aren’t playing
she / he / it is (she’s / he’s /| he’s not playing / Where is she playing? it's) playing he isn’t playing
Yes / No questions Positive short answers Negative short answers
Are they playing? Yes, they are No, they aren't / No, they're not Is he playing? Yes, he is No, he isn’t / No, he’s not
Spelling
s In one-syllable verbs which end in a vowel and a consonant (e.g stop, run), the consonant
is doubled in the -ing form: stopping, running
w In verbs which end in e (e.g take, lose), the e is lost in the -ing form: taking, losing But
verbs which end in double e (e.g see, agree), keep both es: seeing, agreeing
Other points
a We use at the moment with the present continuous to show that something is going on at the time of speaking and is temporary:
HeS doing his homework at the moment
ws We use still to show that something is continuing and is temporary: I’m still living with my parents, but I want to get my own flat
Trang 22Getting it right
t Exercise 1 Learning from learners
Look at this learner's text Match the teacher's ticks (/) and corrections 1-10 to rules a)-f) below
My name i Kin and (in Korean, My family is Cioing i lives È) an opartment near the centre of Seoul, and they all 1 v
1 lave the city except me, [hey 2 are thinking that 2 think
erties are exciting, but 3 | m not agreeing with them, / 3 don’t agree
4 am preferring quieter Couns or villages Anyway, 4 prefer
ft this month (5 work for a small travel agency, / 5 ’m working
6 want to go travelling in Eurqpe next month bat 7 (m Ô vs
needing to carn some money first, Ð // in thinking of doing 7 need
a course when come back from le —# Lnglich Đ v
9 gets better so maybe | can study abroad nent bine, 9 is getting
That ¢ very expensive, of 604/26, Perhaps that 10 1 10 depends
depending on how much ( can earn — and my parents! a) Use the present continuous to talk about changing situations
c) Use the present simple with a ‘thought’ or ‘feeling’ verb
d) Use the present simple with verbs describing what things are, what they are like and what they possess
e) Use the present continuous for a temporary situation f) Use the present continuous for a temporary thought
Trang 23ft Exercise 2 Choosing the correct tense
In the conversation between two friends below, put the verbs in brackets () into the present
simple or present continuous
A: I hear you are working (work) in a pub at the moment What’ it like?
B: It !s (be) fine, although it’s very hard work I’m always tired, but TL oo (not
mind)
A: Is the money good?
B: No, not really, but12 (like) the hours You know I don’t like working early in the morning
A: Oh yes,I3 (remember) now You never used to get up before 11.00 B: Well, ?’'m not like that now, but I certainly don’t like getting up before 9.00 Anyway, tell me
about you What 4 YOU (ảo) now?
ALLS ee be) still a student I6 (study) German at university Actually, 17 oo (work) quite hard at the moment because my exams are next week.I8 (want) to be a teacher when I finish at university
B: Oh well, good luck in your exams [ must go — Ï 9 (start) work at 12.00
on Mondays, and Ï 10 (not want) to be late I 11 (not
have) my car any more, so Ì 12 (cycle) everywhere at the moment
tb Exercise 3 Writing about developments
Change the text below so that it is true about developments in your country Use verbs in the present continuous and underline the word in italics that you want Use the verbs in the box if you want to You can use the verbs more than once ehange earn fall get goup/down increase leave rise
In my country, many things 4/e changing The populaton 1 , and the number of unermployed people 2 Young people 3 home earlier / later, and 4 married earlier / later than before People
T che more / less noney these days, while the cost of living 6 Our capital city 7 oe bigger / smaller, the number of people with cars
Bos and traffic problems 9 better / worse Overall, I think life in my country lÔ better / worse for most people
Trang 24ft Exercise 4 Extending headlines
Headlines for newspaper articles often use the present simple, but the articles sometimes use the present continuous to describe activities that are still going on Rewrite these headlines as full sentences to start the articles
Example: CHESTER POLICE LOOK FOR STOLEN DINOSAUR EGG
Museum offers big reward for return of egg
reward for the return, o[ the, 648, à cà 22121 21212 1 US scientists examine Mars rocks and try to find signs of life
Classwork
1 Write three sentences about yourself ‘at the moment’, using the present continuous One sentence should be untrue
Example:
I'm preparing for an exam at the moment
2 Ask questions to find out what your partner wrote, and answer your partner's questions Example:
A: What are you doing at the moment? B: I’m preparing for an exam
3 Which of your partner's answers is untrue, do you think?
Trang 25
Getting started
1 In the texts below two children, a five-year-old boy and a ten-year-old girl, talk about how
they spent their money one day Read the texts and answer the questions
a) Who is speaking in each text, do yơu think? cuc nh nh nà na b) Who do you think spent mOre mOT€V? 0220022000221 1 nh nà :
Text 1
First of all | went to a fashion shop and bought a necklace with a heart That cost me £1.50 Then | went to the Body
Shop and bought shower gel
and bubble bath Then i went to the book shop and bought a
Babysitters? book, which cost
me £2.99 Then | went to the music shop and bought a CD holder which included five
photos of East 17° After the
music shop, | went to the sweet shop and bought some sweets
1a shop selling beauty products
2a series of books for children 3a former British pop group "' a aces Mt RAO Og Ge, He ` suy igen Text 2 1 spended my money on a toy car set It cost me £6.49 It’s got street lights and roads and you put it together and play with your cars on it | didn’t want to buy any sweets Then | went to the cinema with my dad to watch my favourite film, James and the Giant Peach | ate some popcorn | wish my Mum would give me popcorn every
week
ase
2 a) Find these verbs in the texts: Text 1: went bought
Text 2: spended cost play didn’t want included
cost
put went ate wish
Which three are not in the past simpÌe? Q.22 0022 n2 nà b) There is a mistake in one of the past verbs; can you Íind it?
3 Are the statements below true or false?
a) The past simple is used to talk about past, completed actions and events 00.0000
b) You do not need to put a verb in the past simple if you use a time expression, for example, Í4st yệf
Trang 26Looking at language The past simple
Use
We use the past simple to talk about:
= single past actions and events: I went to a fashion shop and bought a necklace ™ repeated past actions and events: I always went shopping on Saturdays
= past states (long-lasting situations or feelings): My father knew the Prime Minister We often use a time expression with the past simple:
I went to the supermarket last Thursday / at lunchtime / in the evening Often the time is understood but not mentioned:
Oh yes, we had a great time! (we had a great time at the party last night)
fn the text below a boy talks about how he spent his money one day Put the phrases a)—h) back in the right order by numbering them 1-8
a) I’ve got about £250 in it b) what I’m going to do with the money c) and then I went to Burger King d) The rest of the money | put into my bank account e) and had a burger with chips f) I don’t know g) which my grandmother opened for me h) I bought a leather football for £3.99
The past simple is often used in stories and descriptions of past actions and events with the past continuous (see Unit 5) and the past perfect (see Unit 9) Form Positive statements Negative statements Wh- questions Regular verbs 1/ you / he / she / it / we / they I did not (didn’t) watch | What did you watch? watched Irregular verbs I/ you etc went / ate / had I did not (didn’t) go Where did you go? (See Appendix 1.) Yes / No questions Positive short answers Negative short answers
Did you watch it? Yes, I did No, I didn’t
Did you go home then?
Spelling
m In verbs which end in e, a d is added: liked, hated, danced
m In verbs which end in a consonant +y, the y is changed to i and ed is added: try — tried,
carry — carried
a In one-syllable verbs which end in a vowel and a consonant, the consonant is doubled
and ed is added: stop — stopped, plan — planned, jog — jogged
Trang 27Pronunciation
The -ed ending has three pronunciations:
# after /t/ and /d/ we say /id/: wanted /wontid/, needed /nixdid/ = after unvoiced consonants we say /t/: missed /must/, kicked /krkt/ w after voiced consonants we say /d/: turned /taind/, loved /lavd/
See Appendix 2 for a list of unvoiced and voiced consonants 2 How do you pronounce the -ed in these past forms: /t/, /d/ or /1d/?
seemed kissed combed repeated depended brushed
Other points
u The past simple of to be is: I/ she / he / it was, you / we / they were Did is not used in negatives and questions:
She wasn’t happy
Were you at home this morning? a The past of can is could:
I couldn’t understand
w We can talk about the order of actions and events using the past simple and linking words and phrases:
First of all I went to a fashion shop and bought a necklace with a heart That cost me £1.50 Then I went to the Body Shop and bought shower gel and bubble bath
Getting it right
p Exercise 1 Thinking about use
Are the past simple verbs in these sentences single actions (sa), repeated actions (ra), or past states (ps)?
Example: 1 took the new CD player out of the box, plugged it in, and switched it on .54 1 We lived in a small house on the coast which didn’t have any heating, but we had a
wonderful, exciting childhood
2 As children, we went to the town centre on Saturday afternoons, and spent our pocket money on sweets and CDs mead!
3 They left at six in the evening and drove all the way home without stopping 4 My friend Sally came to my house, and we talked about the new baby 5 In those days I got up really early and nearly always got to work before 8.00 6 1 knew her when she was a shop assistant
Trang 28ft Exercise 2 Learning from learners
Some learners keep a diary about their progress in English In this diary, write right if a verb form is right, or correct it if it is wrong
We had an English lesson this morning on the past sinv ple fight bees
tt didn’t was too difficult, we 1 read about some children WaSHt ,
and how they spent their pocket money, and then Des
2 studyied the grammar My problem was the irregular P¬
verbs - 1 8 didn’t Knew that there were so many of —
them, and t just 4 couldn't remember all the past forms 4 1 5 fell silly once or twice when I 6 was wrong I also 5
7 didn't realise that you need to putt a verb in the past 6
even when You say the time something happens, like 7
‘yesterday’ After the lesson t went shopping, and 8 bought 8 some clothes, which ? costed more than I meant to spend! 9
t didn’t even have enough money left to catch the train 1
home, so t walked, and it 10 taked me nearly an hour
Read the learner’s diary again Do you feel the same as the writer about the past simple? ft Exercise 3 Text completion
The article below describes an unsuccessful driving test Fill in each gap with a verb from the box in the past simple
be notbrake feel move pay push run say say stop try
No`14 to the examiner ‘It won’t start.’
The examiner 5 into the driving seat, and I 6 the car to the nearest service station, where | 7 for the petrol
‘This is not your fault and will not affect whether you pass the test,’ he8 ,butl9 terrified and 10 not | surprised to fail for lack of observation
*the emergency stop is the part of the test that shows that you can stop quickly in an emergency
Trang 29fb Exercise 4 Question formation
Complete the past simple questions in the extracts from conversations Which extracts come from a conversation about a holiday, and which from a conversation about a job interview?
Example: Did you have a good time? (Holiday)
10
Yes, we did thanks The weather was good and the hotel was lovely
Because a friend told us that it was a nice place, and he was right
1 cee cece eenteee eee benee eee eetaeeeescuaeeeeteteretesesstutesestteseseseptessverseanaees
Don't ask! It was very expensive, but we enjoyed ourselves so it didn’t matter!
SÒ đi Tố :-::13⁄-1=<”41
About 45 minutes, and then they spent a few minutes showing me round the office
Yes, wonderful We ate fantastic seafood every night
TOW MANY ooo ec ee eer [n ẳăẳả
Three, but one of them never said anything How long
Just a week It wasn't really long enough
Classwork
Work as a whole class, sitting in a circle if you can Together, tell a story about something that happened yesterday Each person must use a different verb
Example:
A: Yesterday I went shopping
B: Yesterday I went shopping and bought a CD
C: D:
Yesterday I went shopping and bought a CD Then I took the CD home
Yesterday I went shopping and bought a CD Then I took the CD home and tried to play it, but
Trang 30TT7TNNTTTTTTTEWTT:
gíhc past simple
Getting started
1 In the extract below from a radio chat show, Barbara Noakes describes how she changed from being a secretary to making advertisements Barbara is famous for her Levi's ‘501’ jeans advertisement Read the extract and answer the question
Why did she write an advertisement (‘ad’) when she was still a secretary?
WELL, I was reading a book and a very worried-looking man rushed in and said, ‘Where’s everybody? What’s happening?’
And I explained that everyone was away
sick with flu, which is why I was reading the book I had nothing to do And he explained that there was this terrible
problem They needed an ad urgently,
and I said, ‘Oh, if you want an ad, I'll try and do one.’ So I wrote an ad and I went downstairs and found an art director,
and that was my first advertisement!
2 Underline examples of the past continuous (was / were + -ing) in the extract
3 Find examples of the past simple (e.g regular: liked; irregular: met) in the extract, and circle them
4 Fill in the gaps with past simple or past continuous
a) The is used to give an idea of the background situation (what was happening at the time)
Trang 31Looking at Jjanguage
The past continuous and the past simple
Use
1 We use the past continuous to ‘set the scene’ (give an idea of the background situation) for a story The events of the story are described using the past simple Sometimes the events interrupt the background situation:
I was reading a book (background situation) and a man rushed in (event)
Sometimes the events happen at the same time as the background situation: While I was sleeping, my mother made me a meal 0 see — a
Compare the past continuous with the past simple: I read a book and a man rushed in
_— >>
Event 4 Event 2
The past simple (read) here suggests that she read the book before the man rushed in,
and that the reading was an event
1 Im the chat show, Barbara also described how she got the idea for her Levi’s ‘501’ jeans
advertisement In this advertisement a man takes off his 501s in a launderette (a shop where
you can wash your clothes) and puts them in the washing machine Underline the verb
which sets the scene, and circle the events `
I was sitting in a launderette when a man came in and took his clothes off, and I got very frightened, but he just put them in the washing machine and washed them, sat down, put them in the dryer, put them back on and went
2 We use the past continuous when we are interested in activities going on around a
particular time, not their starting and finishing times or the order in which they happened: This time last year I was working for two different companies, I was studying for a
diploma and I was trying to buy a house It was a pretty busy time! Compare this with:
I worked for three months, I did a diploma and I bought a house
The past simple here suggests a sequence (one thing after another) and completion (each event was finished)
Trang 32Other points
The past continuous is often used with as, when and while to set the scene: As / when / while I was waiting for the train, the man next to me started chatting
Notice that when can also be used to introduce the event:
I was waiting for the train when the man next to me started chatting Form The past continuous is formed with the past tense of be and the -ing form of the verb
Positive statements Negative statements Wh- questions
I/ she / he / it: I was not Where was he working?
was working (wasn’t) working
you / we / they you were not Why were they working?
were working (weren't) working
Yes / No questions Positive short answers Negative short answers Was she working? Yes, she was No, she wasn’t
Were you working? | Yes, we were No, we weren't
See Unit 3 for verbs that do not usually have a continuous form See Unit 19 for the past continuous in reported speech
Getting it right
p> Exercise 1 Choosing the best form
Read what each speaker is thinking about Tick (/) the best sentence for the speaker to use
Example: 1 want to know about your action after the President's death a) What did you do when the President died? ¥
b) What were you doing when the President died? 1 I want to describe the situation at the party when I arrived
a) Everyone danced b) Everyone was dancing
2 Tm thinking of the whole car journey a) The driver drove too fast b) The driver was driving too fast 3 TI want to tell you what sort of person he was
a) He talked too much b) He was talking too much
Trang 334 1 want to show that 1 finished my dream a) I dreamt about a wonderful holiday
b) L was dreaming about a wonderful holiday
5 I want to show that I was interrupted
a) I talked about her when she came into the room b) I was talking about her when she came into the room 6 I want to show that different things happened at the same time
a) He made a phone call, cooked supper, and drank a coffee
b) He was making a phone call, cooking supper and drinking a coffee 7 1 want to show that different things happened one after another
a) She was buying a new house, writing a novel and arranging the wedding b) She bought a new house, wrote a novel and arranged the wedding 8 I want to describe the situation at the time I broke my arm
a) 1 was carrying a big bag up some steps b) I carried a big bag up some steps
fb Exercise 2 Learning from learners
Look at these extracts from pieces of writing by learners of English Tick (W) the past simple or past continuous verbs if they are right, or put a cross (X) if they are wrong
Example:
peeve
children were running 0.) out of their classes
fay wos LiKe The bell ho-d yelezosed œ Seo of Students ì Children 1 were running C 3 eVerqohere “
, Dwector I 5 was living .) with my parents
ae
Trang 34tb Exercise 3 Written practice
Read the police statement from a cyclist who was in an accident Complete it with verbs from the box in either the past simple or the past continuous tense
call cycle fall go -happen have hit hurt lie say stop take tum
The accident happe1ted at 5.55 p.m on 15 August.I1 home from work along Manning Road Suddenly a car 2 p2ast me and 3 left I
Ae NOt eee time to stop, and 15 0 the side of the
car 16 ees off my bicycle, and 17.0 on the ground when the car Ö and the driver got out He asked if ï was OK.I9 ‘No’, because my left leg 10 a lot He 11 an ambulance and it
12 me to hospital
Look at this picture of the accident What is wrong?
`
[Exercise 4 Story writing
Trang 35Story 2 score try win feel
With the score at 2-0, it was nearly the end of the match and United 000.000.0000: well Suddenly everything began to chanE€ uc c2 nh nh HH nhàng xea walk lookaround take leave
The festival was nearly over There was still loud music, and people sữll kh kg kh Then a strange man oo
Extension
Complete one of the stories above
Classwork
The speaker at the beginning of this unit was talking about something interesting that
happened to her in her past We call short, usually true, stories like this ‘anecdotes’ We
often use the past continuous to set the scene at the beginning of an anecdote (I was walking by the river .), and use the past simple to say what happened ( when I saw someone
fall in)
Work in groups of three Have you ever done anything dangerous, naughty, exciting or funny? Tell your anecdote to your group Decide together which of the three anecdotes is the
most interesting
2 Choose a speaker — anyone in the group, not necessarily the person who it happened
to — to present the anecdote to the whole class, using I, not she or he The other groups
decide which person in your group the anecdote is about
3 Which anecdote was the most unusual?
Trang 36Used to and would
Getting started
1 In the extracts below a famous British writer, John Mortimer, and his daughter, Emily, talk about each other
Read the extracts and answer the questions
a) Who is talking in each extract, the father or the
daughter? L2 vn 2n hàn b) Who do you like more, the father or the
daugh[€r? L1 00022 nh re
1 | used to love gardening, and, much to her embarrassment, | would go to collect her from some club at 2 a.m wearing my gardening cap
When | was little he used to get up every morning, dress me, cook my breakfast, i and drive me to school And | treated him very badly in return At the age of four } | used to send my eggs back unless they were perfectly cooked
Fl
3 | was embarrassed by the fact that Dad was older and used to wish that | had a Ì
father who played cricket and built tree houses In fact, | used to make him park ‘ _around the corner from school because he was so old :
eB
Emily used to do very well in public-speaking competitions | used to write her speeches with her 5
! used to be very embarrassed when, as a teenager, | went out to clubs and Dad %
would come and collect me wearing his gardening cap
oe magn ee BR m
2 Find examples of used to + verb in the extracts and underline them 3 Find examples of would + verb in the extracts and circle them
4 Are the statements below true or false?
a) The father and daughter are talking about their lives now b) He collected her from a club many times
c) She made him park around the corner once
Trang 37Looking at language
Used to and would
Use
To talk about something that was true in the past, but is not true any more, we can use
used to + verb, would + verb, or the past simple 1 Used to + verb is used to talk about:
a) a repeated past action that no longer happens:
I used to help her with her homework (many times in the past, but not now) We used to collect her from school
b) a past state (a situation or feeling) that lasted a long time but which is no longer true:
We used to live in London (now we live in the country)
I used to be very thin (now I am not very thin)
2 Would + verb is only used for repeated past actions (as in la above):
She would often go to noisy London nightclubs (many times in the past, but not now) Would + verb is not used for past states We don’t say: +wetrld-love-eardenire
We say: I loved gardening or I used to love gardening
So used to and would are used when we are remembering the past, and trying to show that out lives are not the same now:
past present
I used to play football (but I don’t now) Si
Would is more likely than used to when you describe more than one past action, like the
four here:
Tả come home late, and my mother would worry about me, and she’d get upset, and we'd start arguing
3 The past simple can also describe repeated past actions and states, but alone it does not tell us that something happened repeatedly or is no longer true To do this you need to add extra information:
I often came home late when I was young (See Unit 4.)
We use the past simple if something only happened once, or when we say how many times the action was repeated We say: I went to Singapore twice last year We don’t say: based 7 ‘col
Trang 38Cross out the incorrect verbs in this text
The earliest memory I have of my mother is when we 1 lived / would live / used to live ina beautiful house in Stratford She 2 played / would play / used to play games with me in the garden, frightening me and making me laugh She 3 loved / would love / used to love flowers, and we 4 took / would take / used to take a basket to collect them down by the river Form Used to and would are both followed by the infinitive without to Positive statements Negative statements Wh- questions 1/ you / she / he /it / we /
they used to cycle I/ you / she/he /it/ we/
they would (id etc.) cycle
I did not (didn’t) use to
cycle
I used not to cycle
Used not to is less common
Where did they use to cycle? Yes / No questions Positive short answers Negative answers Did you use to cycle? Yes, I did No, I didn’t Negative and question forms of would with this meaning are not very common Pronunciation
= Compare the pronunciation of used to in these two sentences:
Antibiotics are used to treat infections (present passive form of main verb use)
/)u:zd ta/
We always used to have lunch at 1.00 p.m
/u:sta/
= In the negative there is a spelling change (used to — didn’t use to) but the pronunciation stays the same:
Trang 39Getting it right
& Exercise 1 Thinking about meaning
Complete each sentence, 1-6, with a suitable ending a)-n) There are more endings than you need Example: She used to play 5) HDA eB WN
mm I'd watch TV for hours a) acat It’s very unfriendly!
1 used to have b)-temnis-every morning before breakfast- 1 used to feel c) so 1 was quite fit
We used to live d) lonely until I met James, I cycled a lot yesterday e) last night until my eyes hurt
They would go f) in Rome, but we're thinking of moving
g) for a long walk in the countryside last Saturday
h) so I felt tired
i) but I never watch it now
j) in Rome, but we moved to Naples last year k) in the 1994 tennis final
)) for long walks in the countryside
m)a cat, but it died last year
n) lonely because I live alone and my neighbours aren't very friendly
b> Exercise 2 Learning from learners
The two compositions here were written by learners of English Correct any mistakes with would and used to
A
Changes in my country
There have been many changes in my country in the past 20 years The biggest
change 1s probably in the avea of technology Twenty years ago no one had a
telephone They used.communicate by letter Nowadays many people have mobile
phones People didn’t used to have any electrical things im theiv houses, so they would to wash all the clothes by hand and keep food fresh by hanging it outside Most people have fridges and washing machines now Many people still tvavel by
bicycle in my country but theve use to be many move bicycles on the voads
Twenty years ago people didn’t own cavs, but now it’s common Theve is a veal
change in the clothes people weary too People didn’t use to wearing Western
style clothes, but now most young people wear the same things as people in
the US ov Euvope
Trang 40My life ten years ago
My family used to lived in a big house in the countryside I used to have many friends who
lived near the house, and we would often playing together in the summer My school was in
the village and I wasn't use to go to the city very much One thing I remember clearly is the peace - we'd heard animal noises but no cars My family didn't have a car as they were
too expensive, so Td cycling everywhere I have good memories of life in the countryside,
but sometimes I'm used to get bored, and I'm happy to be in the city these days
>» Exercise 3 Used to and would in spoken extracts
In the extracts below four parents talk about their children, William, Justin, Tessa and
Lizzie, who are now grown up Fill in the gaps with used to or would and an appropriate form of a verb from the box You will have to use the past simple for one
ask đreswap help love play play sing smell tell
We had a box of old clothes and William used to dress up all the time as a cowboy, pirate or king He l games, too, where he imagined he was the king of a magical country, and he 2 us stories for hours at a time
Justin 3 in the bath all the time, and in the garden 1 remember the neighbours complained quite often about the noise And when he wasn’t singing he Be an old guitar, which sounded even worse
Tessa 5 school, and always talked to the family about the things she had learnt She 6 her sisters and friends with their homework — she was very good at explaining things
Lizzie 7 for a chemistry set for her tenth birthday We were all surprised, but when she got it she never stopped doing experiments Often, 1 remember, the whole house Bos of strange chemicals!
Which jobs do you think the children might have now? Draw a line from the child to the job
William Justin Tessa Lizzie actor scientist singer teacher
Extension
Write a paragraph about what you used to do as a child If you are working in class, collect the paragraphs together and guess who wrote each one
