Michael Vince acmillan nglish rammar In Context Advanced with key lxaluo:) ul JEWWEJ 4S!16u UEII!WJE Macmillan Education Between Towns Road, Oxford OX4 3PP A division of Macmillan Publishers Limited Companies and representatives throughout the world ISBN 978-1-40S0-70S2-2 (with key edition) ISBN 978-1-4050-7147-5 (without key edition) Text © Michael Vince 2008 Design and illustration © Macmillan Publishers Limited 2008 First published 2008 Ali rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers Designed by Giles Davies Illustrated by Fred Blunt; Chris Ede; Andy Hammond; Joanna Kerr; Darren Lingard; Julian Mosedale; Sarah Nayler Cover design by Katie Stephens Cover photographs by Alamy/Bailey-Cooper Photography, Image Source, Photodisc, Stockbyte I would like to thank Carl Robinson, Amanda Holmbrook and Sarah Curtis for their support and help during this project Special thanks are due to my editor Clare Shaw I would also like to thank the many teachers whose classes I have visited, and who have commented on versions of this book The authors and publishers are grateful for permission to reprint the following copyright material: The BBCfor an extract from 'Bond film stage "will be rebuilt'" published on www.news.bbc.co.uk 31 July 2006, copyright © www bbc.co.uk 2006 Guardian News & Media Ud for an extract from 'The appliance of Science' by Mike Hulme published in The Guardian 14 March 2007, copyright © Guardian 2007 BritainUSA.com for an extract from 'Which cheeses are produced in Britain?' published on www.britainusa.com The Scotsmans Publication Limited for an extract from 'Blocked drains shut gallery' by Joanna Vallely published in The Scotsman February 2006 Telegraph Media Group Limited for an extract from 'Cure for blindness within five years' by Roger Highfield published in The Telegraph June 2007, copyright © The Telegraph 2007 These materials may contain links for third party websites We have no control over, and are not responsible for, the contents of such third party websites Please use care when accessing them Although we have tried to trace and contact copyright holders before publication, in some cases this has not been possible If contacted we will be pleased to rectify any errors or omissions at the earliest opportunity The authors and publishers would like to thank the following for permission to reproduce their photographic material: Alamy/ Robert Stainforth p 77, Andrew Fox p 131, Bailey-Cooper Photography p 140; Ancient Art & Architecture Collection/ p 145; Anthony Blake Picture Library/ p 36; Art Directors & Trip/ David Clegg p 33, Helene Rogers p 141t, Mark Maclaren p 201; Bananastock/ pp 28ct, 28cb, 28b, 123,209; Brand X/ pp 23,53,99, 153; Cartoon Stock/ p 26; ComStock/ p 32; Corbis/ Eberhard Streichan/ zefa p 31, Richard Cummins p 55, Bettmann p 87, John Springe Collection p 117, W Perry Conway p 168, The Gallery Collection p 219; Digital Stock/ Corbis p 102; Digital Vision/ p 81; Eyewire/ p 28t; Gett y Images/ Holly Harris p 15, Hulton Archive pp 18,108, 149, Petrified Collection p 851, AFP 141b, Kazumi Nagaswawa p 157, Altrendo image s p 207, Frank Whitney p 211; Haddon Davies/ p 107; Image 100/ p 109; Image Source/ pp 160, 210, 213,214; Jupiter/ Michel Fainsilber/ Photononstop p 63, Mary Evans Picture Library/ pp 113, 161; Photodisc/ P 59, 67, 187, 191, 212; Rex Features / pp 85r, 98; Science Picture Library/ NASAp 165, Ed Young p 186, Still Pictures/ William Campbell p 38; Stockbyte/ pp 9, 22, 95, 135; Superstock/ pp 45, 85c, 103 Printed and bound in Thailand 2012 2011 2010 2009 2008 10 Introduction This bo ok is designed to revise and consolidate grammar points at the level of Council of Europe Framework (CEF)CI and CZ It assumes that the basic points have been covered These can be practised in Macmillan English Grammar In Context Essential and Macmillan English Grammar In Context Intermediate The practice material includes a wide range of topics to reflect both everyday language use and the kinds of subjects leamers might be studying in schools or colleges Many leamers are likely to use English to leam another subject during their education and the choice of text tries to reflect this factoSome texts contain information which leamers should find interesting or challenging The intention in general is that language should have a familiar context and that leamers should have something to use language for Within each unit, exercises range in difficulty This allows leamers to build up their confidence with the simpler, more familiar tasks before moving onto the more challenging one s later in the unit The longer, topic-based texts include highlighted words whose definitions can be found on the accompanying CD-ROM This is a good opportunity for leamers to widen their vocabulary and see grammar used in realistic contexts The Review section at the back of the book offers more activities for students who have finished the other exercises It is aIso for students who feel that they haven't fully grasped the grammar point and need some further practice In addition, it can be used as a means of testing or revising previous study, either in class or at home The CD-ROM This includes two further exercises for each unit in this book, and a test section Plus, where you see highlighted words like this, you will find the definitions in the glossary section Just follow the link from the homepage To the student English Grammar In Context has been written to make grammar more interesting than other books on the market We hope you find it enjoyable as well as useful If you are studying at home, the units can be covered in any order but the exercises within each unit have been graded If you find some exercises difficult, read the presentation page again The extension activities and Review offer the opportunity of further practice Macmillan To the teacher Unlike many other grammar books, Macmillan English Grammar In Context puts grammar into context The aim is to encourage students to see grammar used mor e realistically and in more interesting ways The topics covered in the exercises can be used as a starting point for a lesson, as a subject for discussion, and as a means of helping to build students' vocabulary in useful areas There is opportunity for individual study, group work and homework, plus testing, in the different sections of the book 34 30 tense contrasts time 60 68 72 78 88 92 24 would nouns 104 114 100 40 20 46 64 82 96 10 16 50 56 Page conditional modals (3): other and if-sentences uses certainty artieles (1) (2) (1) passlve questions unreal numtime ber past (2): and possibility, tense quantity (2)uses of have present past hearsay indirect report and verbs simple, perfect reporting (1): speech get50, obligation, something present continuous recommendation, done,(2) other(1) ability get110 Unit future Topie pronouns, it, there Unit Topie Page 25 adjeetives 118 26 adj eetives wit h infi n itive or -ing 27 adverbs 28 making eomparisons 29 plaee and movement, 30 time words 142 31 verb and preposition 146 32 prepositions 33 verbs folIowed 34 relative and non-finite 35 adve rb i aI (I auses 36 adverbia I partieiple 37 Ph rasa I ve rbs (1) 38 phrasal verbs (2) 39 ph rasa I verbs (3) 40 organizing text (1) 184 41 orga nizi ng text (2) 188 42 organizing 43 inversion and fronting 198 44 emphasis 204 124 128 prepositional phrases with adjeetives and nouns 136 150 by -ing or infinitive 154 (Iauses 158 162 c1auses 166 17 O 174 178 text (3) Review Word list 132 192 208 220 Grammar index 224 Answer key 225 present simple, present continuous (1) basic uses of present simple and present continuous • Use present simple for facts, or things that always happen Water freezes at 32 degrees Fahrenheit and O degrees Ce/sius Sea water contains on average 2.7% sa/t by weight • Use present simple for routines and habits The birds return to the is/and every spring Fidd/er crabs tum red when they became angry • Use present continuous for actions happening at the moment Sorry, /'m busy at the moment I'm doing my homework • Present continuous is also used for actions happening rather than exactly at the same time I'm reading a real/y interesting book of speaking, generally and not finished around the time of speaking, state and action verbs Some verbs have meanings which refer to states or conditions, and others have meanings which refer to actions State verbs are either only used in simple form, or have a different meaning when used in continuous form state verbs normally in present simple • be/ong, consist ot, contain, cost, depend on, deserve, matter; ooes this belong to you? Fresh fruit contains a range of vitamins • believe, imagine, know, prefer; realize, understand, Some people stil! believe that the Earth is f/at • seem own, possess, resemble mean This seems to be what we're looking for • cast is sometimes used in continuous to describe a process that is still going on We're having a house bui/t, and it's costing a fortune! • realize, regret, understand These are normally used with state meanings in present simple, but can be used in continuous show a changing situation, usually with an adverbia I which shows that change is happening Some people don 't realize how dangerous cars can be Peop/e are slowly realizing the cost of g/oba/ warming Do you understand this point? We're understanding more and more about the universe to verbs with state and action meanings state action • What you do? (= what's your job) • be, have This house is over 100 years o/d Do you have a car? • o What are you doing? (= explain your actions) imagine, suppose, think, expect Isuppose this is Jim I imagine you feel the same What you think? (= have an opinion) I don 't expect him to understand He is being very sil/y! I'm having a great time here You're supposing he is gui/ty (= make an assumption) Ghosts' No, you're imagining things' What are you thinking? I'm thinking of changing jobs (= considering) Are you expecting someone? • hope, wonder t hope you haven't been waiting tong We're hoping to continue the tatks next week (less definite) • enjoy, Jike, Jove Normally state verbs, but often used in continuous for actions going on at the moment t enjoy / Jove going for long walks Are you enjoying the party? I'm Joving every minute of my new job! • appear Your visa appears to be out of da te • Jook Tom is appearing in Hamlet at the Grand Theatre With the state meaning of 'seem', look can be used in present simple only This book Jooks interesting In descriptions Jim Jooks iiI • • • • of appearance, Jook can be used in both simple and continuous Helen is looking well see, hear t see / hear you've had your hair cut t didn't hear any noises Jane is seeing Harry (= spending time with) You're hearing things! (= imagining) feeJ, see, smell, taste The room smells awful! /'m smelling the f/owers! (an active choice) ache, feeJ, hurt Verbs that describe how the body feels can use either simple or continuous change in meaning My foot hurts My foot is hurting t feeJ sick l'm feeling sick weigh, measure This bag weighs more than 25 kilos /'m weighing forms wit h little the parcel before t post it I'm smelling the cheese It smeJls offto me -• -Vl :J O :J C +-' C O U +-' C