Proficiency writing skills 2 newfowler

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A NEW FOWLER PROFICIENCY WRITING ^ S K ILLS Introduction INTRODUCTION New Fowler Proficiency Writing Skills is t h e second part of a t w o - p a r t c o u r s e which aims to teach the t e c h n i q u e s s t u d e n t s r e q u i r e t o a t t e m p t any o f t h e variations among the six forms of writing task s e t in the revised Cambridge Proficiency examination Approximately ten per cent of t h e material in Writing Skills has b e e n r e v i s e d f o r this b o o k All t h e o t h e r material in this book is new Each of the twenty units c o n s i s t s of f o u r - p a g e s , w h i c h s h o u l d , under normal c i r c u m s t a n c e s , be c o m p l e t e d in t w o l e s s o n s , with a writing task to be done later in approximately o n e hour, the time allowed for it in the examination For t h o s e c a n d i d a t e s w h o have s t u d i e d o n e o f t h e three set texts, Question consists of three q u e s t i o n s , o n e for each o f t h e s e t t e x t s Candidates are required t o w r i t e o n e o f t h e following: an an article essay a letter a review a report T h e t i m e limit (2 hours) and length of writing tasks ( 0 - w o r d s ) remain unchanged T e a c h i n g w r i t i n g skills The changes in the examination The biggest change in the writing paper of the revised Cambridge Proficiency examination is that it n o w has t w o parts, as FCE and CAE P a r t I c o n s i s t s of a c o m p u l s o r y q u e s t i o n comprising i n s t r u c t i o n s and a t e x t or t e x t s w h i c h p r o v i d e candidates with a clear c o n t e x t T h e r e is always m o r e than o n e p o i n t to a d d r e s s in this q u e s t i o n , and candidates should learn to identify t h e s e points and ensure that they c o v e r t h e m w h e n writing The q u e s t i o n is discursive, and candidates are e x p e c t e d to w r i t e o n e o f t h e following: an an a a article essay an a Doing justice to oneself in an examination letter proposal In P a r t 2, candidates choose one question comprising instructions which give candidates guidance to t h e c o n t e x t In o r d e r to be successful in Part 2, candidates should be c o m p e t e n t at narrating, analysing, h y p o t h e s i s i n g , d e s c r i b i n g , giving r e a s o n s , persuading, judging priorities, evaluating, making recommendations, giving information and summarising Candidates are e x p e c t e d t o w r i t e o n e of t h e following, from a c h o i c e of t h r e e : a It is important for students to understand that while credit is given to Proficiency candidates for their use of s t r u c t u r e and v o c a b u l a r y , t h e s e a r e n o t t h e o n l y considerations to be taken into account; organisation and the relevance of the answer to the task are at least equally important Different writing tasks require s p e c i f i c t e c h n i q u e s t o deal w i t h t h e m , and s u c h t e c h n i q u e s can be taught effectively t h r o u g h m o d e l s written within the capacity of a g o o d student that can be analysed, imitated and practised T h e s e models are supported with revision of t h e necessary grammatical structures and lexical items by means of accompanying exercises and the reference section and the appendix at t h e end article letter proposal a review a report T h e Proficiency examination requires a considerably m o r e sophisticated use of English than First Certificate and t h e difference b e t w e e n t h e s e t w o levels is often underestimated by students The difference, however, is n o t s o m u c h a m a t t e r o f using m o r e c o m p l i c a t e d s t r u c t u r e s or a w i d e r range of vocabulary as of providing a n a n s w e r r e l e v a n t t o t h e q u e s t i o n , well organised in g o o d , clear sentences and paragraphs The range of q u e s t i o n s o p e n to the e x a m i n e r is considerable, as indicated by the contents pages of this book, but learning the right technique to deal with each is half t h e battle T h e r e f o r e , it is r e c o m m e n d e d that students pay particular attention to the tips provided throughout the book These consist of practical advice on what to and what not to in a given situation and should make it possible for s t u d e n t s taking t h e exam to realise their full potential Contents UNIT PART TECHNIQUE MODELS S E C T I O N ! Describing REVISION PAGE 1: A R T I C L E S My working day Adverbs of frequency A working day in the life of a florist Prepositions of time Tenses 2 Describing and narrating A key moment in my childhood Past & Perfect Tenses 10 Indirect Speech 1 Discussing an issue Responding to generalisations Should mothers go out to work? Crime: genes or upbringing? S E C T I O N S Describing 2: Passive Voice: impersonal structures 14 Compound Adjectives 18 L E T T E R S Teacher of the Year Adjectives 22 Connectors and modifiers: 26 The most unpleasant person have ever met Giving opinions The aims of education developing an argument Complaining A letter of complaint to an airline Indirect Speech 30 Conditionals Should Applying for a job Voluntary summer job hypothetical would 34 Student conference S E C T I O N Expressing opinions 3: E S S A Y S The future of entertainment Tenses 38 Inversion 1§ Comparing Films vs Books Comparison 42 UNIT PART TECHNIQUE MODELS S E C T I O N Applying for funds REVISION : PAGE P R O P O S A L S Keeping a museum open Connectors and modifiers: 46 Clauses of Reason 12 Assessing choices The Opera House: renovation Formal language 50 or demolition? 10 Evaluating a situation Traffic problem in town centre Giving reasons Promoting a new snack 14 54 Connectors and modifiers: 58 Clauses of Reason 18 S E C T I O N : R E V I E W S Reviewing a festival The Edinburgh Festival Gerunds and infinitives 62 Reviewing a holiday A weekend break in Venice Participle clauses 66 Reviewing a magazine National Connectors and modifiers: 70 22 Geographic developing an argument 26 S E C T I O N Discussing the findings of a survey 30 : R E P O R T S Maintown residents' opinions on how best to spend a donation Quantifiers 74 Passive Voice: impersonal and personal structures Providing solutions Threatened closure of The Catherine Wheel 34 Evaluating 78 restaurant Mr Quick Dry Cleaner's Travel the Indirect Speech 82 World game Reference section 86 Appendix 94 CPE Writing S h e e t s 96 38 42 Articles Describing WmÊHmmMm Before reading t h e question and article below, l o o k at Reference section o n page and c o m p l e t e this e x e r c i s e Put t h e adverb in brackets in t h e m o s t suitable place in t h e s e n t e n c e a I get up at seven o'clock, (usually) b My first a p p o i n t m e n t is at 8.45 (generally) c I d o n ' t h a v e t i m e to r e a d t h e p a p e r after breakfast, (often) d I have k e p t up with t h e latest r e s e a r c h , (always) e I have h a d to go o u t in t h e m i d d l e of t h e night, ( s o m e t i m e s ) N o w read t h e q u e s t i o n and t h e article b e l o w and t h e n t h e e x e r c i s e s that follow You live and w o r k locally T h e c a r e e r s office In t h e t o w n publishes a m o n t h l y magazine for s t u d e n t s T h e magazine has invited local business p e o p l e , d o c t o r s , t e a c h e r s , e t c to w r i t e articles describing their w o r k i n g day You have d e c i d e d to w r i t e an article for t h e magazine describing y o u r normal w o r k i n g day My working day M o s t G P s t h e s e d a y s b e l o n g , as I d o , to a m e d i c a l p r a c t i c e s h a r e d with four o t h e r d o c t o r s This has the advantage of o u r being able to employ two n u r s e s a n d two s e c r e t a r i e s U n l i k e t h e o t h e r doctors in my practice, I am married with two young children and my husband, Michael, has a full-time job in London Michael and I usually get up every day about six thirty and have a shower and get dressed before we wake the children We have breakfast at 7.30 and get the children ready for school Fortunately, my husband passes the school on the way to the station so he d r o p s t h e m off My first a p p o i n t m e n t is n o t u s u a l l y u n t i l 8.45 b u t t h e c h i l d r e n n e a r l y always n e e d something at the last minute so I don't often have time to read the paper after breakfast In our practice, we ask patients to telephone for an a p p o i n t m e n t unless they are seriously ill Most of those who come to the surgery just need a prescription for the chemist or a certificate to stay away from work I normally finish surgery at about 11 o'clock and then start my rounds, visiting patients in their homes With luck, I am h o m e for lunch by 1.00, a n d h a v e t i m e t o r e a d o n e o f t h e m e d i c a l journals before the children come h o m e from school at about 3.30.1 have always tried to keep up with the latest research T h e c h i l d r e n have lunch at school, b u t I am always t h e r e w h e n they arrive h o m e and can give t h e m some tea and get dinner ready for my husband b e f o r e I r e t u r n for t h e e v e n i n g s u r g e r y a t six Michael gets h o m e before then so I never have to leave t h e m a l o n e I am n o r m a l l y h o m e again by 8.30 when the children go to bed, and by then t h e working day is generally over We don't often go out in the evenings because I feel t o o tired but I have sometimes had to get up and go out in the middle of the night to answer an emergency call from one of my patients ! Articles Underline all t h e adverbs of frequency in t h e article 6.30 C o m p l e t e t h e diary page for t h e d o c t o r in n o t e form, indicating w h a t s h e d o e s at different t i m e s of t h e day, as in t h e e x a m p l e aei up 7.30 8.45 11.00 1.00 3.30 6.00 8.30 L o o k at Reference sections 13 and 14 o n page and c o m p l e t e t h e s h o r t article b e l o w with t h e p r e p o s i t i o n s provided You will have to use s o m e of t h e m m o r e than o n c e at on in My working day l w o r k as a porter (1) t h e G r a n d Hotel (2) Grippon Road My w o r k i n g d a y s t a r t s very early as l have to be at w o r k by am to t a k e over f r o m t h e night porter My a\arm clock w a k e s me up (3) 5.30 am, so I h a v e t i m e for a s h o w e r a n d a good b r e a k f a s t b e f o r e l leave t h e house (4) 6.30 a m The hotel is a 15- minute bus ride a w a y a n d I generally bay a p a p e r to r e a d on t h e j o u r n e y My j o b is quite interesting as I g e t to m e e t plenty of d i f f e r e n t people; some of t h e m a r e friendly a n d s o m e t i m e s give u s good tips, w h e r e a s o t h e r s c a n b e quite r u d e a n d t r e a t us like s e r v a n t s Most g u e s t s leave (5) t h e morning, so l am k e p t busy bringing their luggage down to reception while they check out Then t h e r e is usually a quiet period (6) (7) the early afternoon As t h e Grand Hotel is (8) lunchtime b e f o r e things g e t busy a g a i n when the new guests arrive t h e city c e n t r e , a lot of t o u r i s t s s t a y with us Sometimes t w o c o a c h e s will a r r i v e full of visitors, which a l w a y s m a k e s my j o b m o r e tiring Another busy t i m e is (9) New Year, when lots of people s t a y o v e r n i g h t in t h e city to go to a show, t a k e in t h e sights or go shopping in t h e sales for b a r g a i n s My shift finishes (10) pm when a n o t h e r p o r t e r t a k e s over I am lucky t h a t I still have t h e best p a r t of the a f t e r n o o n f r e e to run a few errands or have a walk (11) t h e p a r k before going home to my family (12) t h e evening 1 Articles Describing Look at t h e question below In w h a t way is it different from t h e q u e s t i o n on page 6? Your c o l l e g e magazine has d e c i d e d t o run a feature entitled A working day in the life of Students have b e e n asked t o w r i t e articles a b o u t p e o p l e w h o d o different jobs W r i t e a n article describing t h e w o r k i n g day of s o m e o n e y o u k n o w w h o s e job y o u think o t h e r s t u d e n t s w o u l d be i n t e r e s t e d in finding o u t m o r e about L o o k at Reference section a and c o n pages 91 and and t h e n read t h e article below C o m p l e t e t h e s p a c e s with t h e c o r r e c t form of t h e verb in brackets A working day in the life of a florist P e o p l e a r e often s u r p r i s e d w h e n I tell t h e m t h a t my m o t h e r is a freelance florist It's q u i t e an u n u s u a l j o b a n d is c e r t a i n l y v a r i e d My m o t h e r (1) (be) lucky e n o u g h to w o r k from h o m e , so she (2) (not h a v e ) a flower s h o p to r u n She (3) (arrange) flowers for w e d d i n g s , p a r t i e s , b i r t h d a y s , a n n i v e r s a r i e s a n d o t h e r o c c a s i o n s A l t h o u g h s h e (4) (put) a small a d v e r t i s e m e n t in a local p a p e r , m o s t of h e r c o m m i s s i o n s so far (5) (come) by w o r d of m o u t h ; w h e n people are pleased with s o m e o n e ' s work, they are quick to r e c o m m e n d t h e m to others A typical w o r k i n g d a y for my m o t h e r (6) (often start) v e r y early, especially if it is a d a y w h e n s h e h a s to travel to L o n d o n to t h e flower m a r k e t This (7) (be) a h u g e m a r k e t w h e r e fresh flowers a r e sold t o florists a n d p e o p l e i n t h e t r a d e T h e m a r k e t (8) (begin) at a m , so s h e (9) ( h a v e to) get up at a m t o b e s u r e o f a r r i v i n g early a n d finding w h a t s h e w a n t s O n c e s h e (10) ( p u r c h a s e ) t h e b l o o m s a n d foliage, s h e (11) (bring) t h e m b a c k h o m e in h e r v a n My father (12) (build) a special s h e d for h e r i n t h e b a c k g a r d e n w h e r e s h e c a n w o r k i n p e a c e Inside s h e (13) ( h a v e ) all t h e e q u i p m e n t s h e (14) ( n e e d ) a n d p l e n t y of s p a c e for d o i n g t h e flower a r r a n g i n g S p a c e is v e r y i m p o r t a n t b e c a u s e s h e (15) (often do) a r r a n g e m e n t s for w e d d i n g s a n d (16) ( s o m e t i m e s n e e d ) t o m a k e u p t o t w e n t y o r thirty t a b l e d e c o r a t i o n s O n s o m e d a y s s h e (17) (spend) the morning and the afternoon arranging flowers S h e (18) ( a l w a y s listen) t o classical m u s i c w h i l e s h e ' s a r r a n g i n g a s s h e s a y s i t h e l p s give h e r i n s p i r a t i o n O t h e r d a y s , w h e n s h e (19) (not h a v e ) a n y a r r a n g i n g to d o , s h e (20) (visit) p o t e n t i a l clients to d i s c u s s their r e q u i r e m e n t s or s h e m a y go s h o p p i n g for s u p p l i e s s u c h as ribbons, b a s k e t s , c o n t a i n e r s a n d so o n If b u s i n e s s is q u i e t , s h e c a n s p e n d t h e d a y w i t h h e r family o r c a t c h u p o n h o u s e w o r k I t h i n k m y m o t h e r i s f o r t u n a t e t o h a v e a j o b s h e loves a n d o n e w h e r e s h e c a n a r r a n g e h e r w o r k i n g t i m e t o suit h e r a n d h e r family's n e e d s I h o p e t o b e able t o d o t h e s a m e w h e n I start w o r k Desct C h o o s e o n e of t h e q u e s t i o n s b e l o w and w r i t e an article a b Your local n e w s p a p e r has a s e c t i o n for t e e n a g e r s w h o are thinking a b o u t w h a t c a r e e r to f o l l o w w h e n t h e y are older T h e n e w s p a p e r has invited local p e o p l e to w r i t e articles describing their typical w o r k i n g day You have d e c i d e d to w r i t e an article for t h e newspaper Your t e a c h e r has asked y o u to w r i t e an article describing t h e daily routine of a policeman, a taxi driver or a teacher W r i t e y o u r article You can prepare for either task by doing t h e e x e r c i s e below D r a w up a diary reference like t h e o n e y o u did for t h e d o c t o r on page Think of t h e a n s w e r s to t h e s e questions: • W h a t t i m e d o e s t h e p e r s o n get u p ? • W h a t t i m e d o e s h e / s h e h a v e b r e a k f a s t , lunch, d i n n e r ? • W h a t t i m e d o e s h e / s h e leave t h e h o u s e t o g o t o w o r k ? • W h a t t i m e d o e s he/she start a n d finish w o r k ? If you w r i t e a b o u t p e o p l e w h o n o t w o r k regular hours, think of h o w their w o r k i n g day is different Do they w o r k in t h e mornings, t h e a f t e r n o o n s , at night? Do they shift work? Is each w o r k i n g day different? 6.00 2.00 7.00 3.00 Make sure you have understood whether the question requires an article in the first person or the third person singular before you start writing Check your tenses carefully HH^ 0 9.00 5.00 10.00 6.00 11.00 7.00 12.00 1.00 H @ 8.00 9.00 Articles I Describing and narrating Read t h e q u e s t i o n and t h e article b e l o w and c o m p l e t e t h e e x e r c i s e s that follow A Sunday n e w s p a p e r has invited r e a d e r s to s e n d in articles for their s e r i e s on childhood Readers are invited t o w r i t e an article entitled A key m o m e n t in my childhood W r i t e y o u r article describing an i m p o r t a n t c h i l d h o o d e x p e r i e n c e and say h o w it affected y o u r character A key moment in my childhood T h i s i n c i d e n t o c c u r r e d (1) I was a b o u t t e n years old, just after t h e w a r I had spent the war years in the country but when it was over my parents returned to L o n d o n a n d I f o u n d myself a s t r a n g e r in a class of 40 boys in a s t a t e p r i m a r y school I h a d h a d advantages most of the boys had lacked T h e r e were plenty of books in the house and my parents had encouraged me to read T h e teacher in this L o n d o n s c h o o l , a m a n called J o n e s , (2) found that w h e n he asked the class a q u e s t i o n , I w a s t h e first to p u t up my h a n d and (3) knew the answer Because of this, he started calling me ' P r o f e s s o r ' a n d t h o u g h I w a s n o t trying t o s h o w off, a lot of t h e boys obviously t h o u g h t of me as 'The Teacher's Pet' (4) Mr J o n e s asked a q u e s t i o n a n d several boys failed to a n s w e r it b e f o r e he t u r n e d to m e (5) I got t h e a n s w e r hopelessly w r o n g a n d h e w a s s o u s e d t o relying o n m e t h a t h e w a s irritated ' N o , d o n ' t b e silly, Professor,' h e said (6) l a t e r , t h e bell r a n g a n d w h e n I w e n t d o w n to t h e p l a y g r o u n d , a g r o u p of my c l a s s m a t e s followed m e I tried to ignore t h e m but they gathered r o u n d me, l a u g h i n g a n d j e e r i n g a n d calling m e n a m e s (7) a boy I hardly knew pushed his way t h r o u g h t h e g r o u p , s t o o d b e s i d e m e , a n d t u r n e d t o face t h e m H i s n a m e w a s I a n Scott a n d I c a n still s e e h i m clearly He h a d fair h a i r a n d b r i g h t b l u e e y e s , a n d a l w a y s wore a r e d jersey ' W h a t are you laughing a t ? ' h e d e m a n d e d ' N o n e o f y o u ever k n o w the answer and he just got one question w r o n g , just o n e ! ' H e p u t his h a n d o n m y s h o u l d e r a n d t h e c r o w d fell silent, a n d (8) dispersed T h a t incident t a u g h t m e two things t h a t I h a v e always r e m e m b e r e d O n e is t h a t m o s t of us envy those w h o a r e m o r e successful t h a n w e a r e , a n d i t d o e s n o t t a k e very m u c h for a g r o u p of o r d i n a r y p e o p l e to t u r n i n t o a mob, eager to humiliate them The other is t h a t o n e b r a v e m a n o r w o m a n willing t o face such a m o b can m a k e t h e m a s h a m e d of t h e m s e l v e s a n d b r i n g t h e m to t h e i r senses I h a v e f o u n d t h a t as t r u e in politics as it was in the playground Describing and narrating T h e w r i t e r u s e s a variety of t i m e e x p r e s s i o n s to e n s u r e that t h e reader k n o w s t h e o r d e r in which t h e main e v e n t s occur Read t h e article again and fill t h e gaps using t h e w o r d s b e l o w a few minutes then Articles one day this time soon usually suddenly when Answer these questions a W h y did t h e writer n o t k n o w any of his c l a s s m a t e s ? b I n w h a t way w a s t h e w r i t e r privileged i n c o m p a r i s o n t o t h e o t h e r boys a t s c h o o l ? c W h y w a s t h e writer k n o w n as ' P r o f e s s o r " ' d W h y did t h e boys m a k e fun of t h e w r i t e r in t h e p l a y g r o u n d ? e W h a t did this i n c i d e n t t e a c h t h e w r i t e r ? In t h e article t h e w r i t e r u s e s t h e past simple, t h e past perfect and t h e p r e s e n t perfect t e n s e s L o o k at Reference section 18c and e o n page and underline all t h e e x a m p l e s y o u can find of t h e past perfect and p r e s e n t perfect t e n s e s T h e n d e c i d e which o f t h e t h r e e t e n s e s a b o v e t h e w r i t e r has used t o : a p r o v i d e an e x p l a n a t i o n of t h e b a c k g r o u n d to t h e story, b tell t h e story of t h e i n c i d e n t c show t h e effect of t h e story on t h e w r i t e r ' s life since t h e n T h e article has five paragraphs W h a t is t h e p u r p o s e of each one? W r i t e t h e c o r r e c t paragraph n u m b e r o n t h e d o t t e d line a A c c o u n t of t h e situation t h a t p r o v o k e d t h e incident b C o n c l u s i o n explaining why t h e w r i t e r t h i n k s t h e incident i m p o r t a n t c A c c o u n t of t h e i n c i d e n t t h a t is ' t h e key m o m e n t ' d G e n e r a l i n t r o d u c t i o n establishing t i m e a n d p l a c e e I n t r o d u c t i o n explaining t h e b a c k g r o u n d to t h e incident II Providing solutions Reports 19 Read t h e t w o q u e s t i o n s b e l o w and c o m p l e t e t h e paragraph plans for each q u e s t i o n with n o t e s a You are e m p l o y e d as manager of a small gift s h o p Unfortunately, t h e gift s h o p is n o t doing as well as it used t o W r i t e a r e p o r t to t h e o w n e r explaining t h e r e a s o n s for this and putting forward s o m e s u g g e s t i o n s a s t o h o w t h e situation could b e improved Introduction Main B o d y State the purpose of your report Heading? Problem Solution(s) Heading? Problem Solution(s) Heading? Problem Solution(s) Conclusion State that something must be done S t a t e t h a t y o u r suggestions will solve t h e p r o b l e m / i m p r o v e t h e s i t u a t i o n You w o r k at a s p o r t s c e n t r e T h e s p o r t s c e n t r e is n o t as busy as it u s e d to be and is under t h r e a t of c l o s u r e You have b e e n asked to w r i t e a r e p o r t analysing t h e r e a s o n s for this and suggesting s o l u t i o n s t o t h e problem Introduction Main B o d y State the purpose of your report Heading? Problem Solution(s) Heading? Problem Solution(s) Heading? Problem Solution(s) Conclusion State that something must be done S t a t e t h a t y o u r s u g g e s t i o n s will solve t h e p r o b l e m / i m p r o v e t h e s i t u a t i o n C h o o s e o n e of t h e q u e s t i o n s from e x e r c i s e and w r i t e a report When you write your report don't forget to use headings like those in the report on page 78 Stan a new paragraph for each point you make 20 I Reports Read t h e q u e s t i o n and t h e r e p o r t b e l o w and t h e n t h e e x e r c i s e s that follow You w o r k for a c o n s u m e r magazine that is running a feature on local b u s i n e s s e s You have b e e n asked to research a local dry cleaner's for t h e feature W r i t e a r e p o r t a b o u t t h e s e r v i c e that is offered by this dry cleaner's, including details of w h e t h e r it is g o o d value for money Introduction This report evaluates the service offered by Mr Quick Dry Cleaner's on M a r k e t Square, which o p e n e d three months ago The Test F o u r items of clothing were taken into the cleaner's: a man's suit, a lady's silk blouse, a pair of woollen trousers and a leather jacket T h e blouse had a red wine stain on the front which was m o r e than a week old, the trousers had had salad dressing spilt on t h e m , t h e suit was in n e e d of freshening up a n d t h e leather jacket had marks on the elbows from everyday wear T h e clothes were taken to t h e shop at 9.30 am on a Tuesday morning T h e assistant told me that t h e g a r m e n t s would be ready in a week's time I explained that t h e suit was n e e d e d urgently for an u n e x p e c t e d business m e e t i n g and asked for it to be ready the following afternoon She said that this could be d o n e and pointed out that it would cost extra The Results At 3.30 pm on t h e W e d n e s d a y afternoon, the suit was not ready T h e assistant asked me to come back in an h o u r and apologised for the delay and inconvenience No explanation was given At 4.30 pm, I r e t u r n e d and the suit was ready T h e following week, t h e other items were collected T h e red wine and salad dressing stains had b e e n removed successfully T h e leather jacket still had some marks on t h e elbows but looked a great deal better than w h e n it h a d been taken in T h e cost of the cleaning c a m e to 63 euros for all items Conclusion In my opinion, Mr Quick Dry Cleaner's provides a good service at a reasonable cost Despite t h e fact that the suit was not ready w h e n I first went to collect it, the assistant was polite and apologetic and the suit was ready by the end of t h e afternoon Considering the cleaning took a week to do, perhaps the n a m e of the cleaner's is a little misleading Read t h e r e p o r t again and a n s w e r t h e s e q u e s t i o n s In which paragraph d o e s t h e w r i t e r m e n t i o n : 82 a his o p i n i o n of t h e service offered? b t h e cost of t h e service? c t h e c o n d i t i o n of t h e c l o t h e s t a k e n to be c l e a n e d ? d t h e p u r p o s e of t h e r e p o r t ? e w h e n t h e c l o t h e s w o u l d be r e a d y ? f t h e c o n d i t i o n of t h e c l o t h e s w h e n t h e y w e r e c o l l e c t e d ? Evaluating Reports T h e w r i t e r u s e s indirect s p e e c h in his r e p o r t but avoids using t h e verbs say o r tell repeatedly L o o k at t h e r e p o r t again and list t h e o t h e r reporting verbs t h e w r i t e r uses Study Reference section o n page 8 and t h e n r e w r i t e t h e s e n t e n c e s b e l o w practising indirect s p e e c h and using t h e reporting v e r b s given r•• r o r o o a jj on tj g t changes in or e tenses 'If I w e r e y o u , I'd t a k e y o u r car to a different g a r a g e , ' he said, advise b ' T h i s f o o d is cold a n d my cola is flat,' I said, complain c 'I'll s p e a k to my lawyer if s o m e t h i n g isn't d o n e straightaway,' s h e said, threaten d ' Y e s , I ' m afraid I h a v e o v e r b o o k e d t h e flight,' he said, admit e ' I ' m sorry, b u t I really c a n ' t r e f u n d y o u r m o n e y , ' s h e said, refuse f ' Y o u r flight is d e l a y e d b e c a u s e of b a d w e a t h e r , ' he said, explain N o w read this q u e s t i o n and c o m p l e t e t h e paragraph plan with y o u r o w n ideas You b e l o n g to an a m a t e u r photography club T h e club magazine is doing an article on photographic s t u d i o s in t h e area and t h e s e r v i c e s they offer for w e d d i n g photography You recently g o t married and have b e e n asked to w r i t e a r e p o r t on t h e photographic s t u d i o y o u used W r i t e y o u r r e p o r t , including details o f t h e s e r v i c e y o u w e r e given and w h e t h e r o r n o t y o u w o u l d r e c o m m e n d it Introduction State the purpose of your report Name? Where? The Test (What? When? Where?) The Results Conclusion S t a t e y o u r o p i n i o n o f t h e service offered Reports l u a t i m This kind of r e p o r t may a s k you to w r i t e a b o u t a p r o d u c t rather than a s e r v i c e L o o k at this q u e s t i o n b e l o w and then read t h e r e p o r t that follows II You w o r k for a w o m e n ' s magazine and have b e e n asked to research a child's t o y or g a m e for t h e D e c e m b e r issue, which will have a feature on gift ideas for children W r i t e a r e p o r t explaining w h a t t h e t o y or g a m e is and w h y it w o u l d make a suitable gift Introduction This r e p o r t c o n c e r n s t h e b o a r d g a m e Travel the World, which is sold at most Early Learning Centre shops throughout the country The Game T h e b o a r d g a m e is designed for children of five plus and can be played by two to four players It consists of an attractive board with a colourful m a p of the world T h e countries labelled on t h e m a p are those that commonly a p p e a r on m a p s that school children use T h e r e is also a spinner that determines the m e t h o d of transport (car, bus, boat, helicopter or aeroplane) and the n u m b e r of spaces to be moved (1 to 4) Players, who have chosen t h r e e ticket cards, start from one of t h e countries shown on o n e of their tickets and travel a r o u n d the b o a r d visiting the other two countries shown on their tickets before finishing at the country they started from The Test Travel the World was played by my niece and nephew, who a r e seven and eight years old respectively T h e rules were explained to t h e m and they started playing T h e g a m e progressed well and was fun as (1) For example, they discovered that a helicopter or plane could travel over any surface, but t h e boat was only good for covering stretches of water and no good on land The Results Both my niece and nephew have asked for their own game, so (2) g a m e a n u m b e r of times, which (3) They spent over an h o u r playing the Adult help was n e e d e d initially to explain t h e object of the g a m e and how it should be played, but after this they were able to play autonomously, with only occasional adult i n t e r v e n t i o n It s h o u l d be n o t e d , however, t h a t c h i l d r e n of five or six w o u l d p r o b a b l y n e e d m o r e a d u l t assistance as (4) Conclusion I r e c o m m e n d that this g a m e is included in our D e c e m b e r issue as a suitable gift for children of primary school age because (5) F u r t h e r m o r e , the g a m e does not take too long to play, which (6) reasonably priced and would m a k e an ideal gift It is also Evaluating Reports T h e w r i t e r u s e s t h e clauses b e l o w to explain t h e points she makes in her report Can y o u put t h e m into t h e c o r r e c t place in t h e report? a t h e y w o u l d be u n a b l e to r e a d their tickets b it w a s obviously successful c m e a n s c h i l d r e n w o n ' t lose interest in it b e f o r e a w i n n e r is f o u n d d it is b o t h e n t e r t a i n i n g a n d e d u c a t i o n a l e it s o o n b e c a m e clear t h a t it w a s m o r e difficult to g e t from c o u n t r y to c o u n t r y t h a n it first a p p e a r e d f indicates t h a t it h e l d t h e i r interest Read t h e r e p o r t again and pay careful attention t o t h e t e n s e s t h e w r i t e r has used N o w a n s w e r t h e s e questions a Is t h e w r i t e r referring to past, p r e s e n t or future t i m e in: p a r a g r a p h 1? paragraph 2? paragraph 3? paragraph 4? paragraph 5? b W h y d o e s t h e w r i t e r switch b e t w e e n p a s t a n d p r e s e n t t e n s e s i n this way? J Read t h e q u e s t i o n b e l o w and t h e n c o m p l e t e t h e paragraph plan with y o u r o w n ideas You w o r k as a r e s e a r c h e r for a c o n s u m e r magazine T h e magazine is going to a feature on h o m e e n t e r t a i n m e n t equipment You have b e e n asked to try o u t a p i e c e of e q u i p m e n t (video, DVD, s t e r e o , e t c ) and w r i t e a r e p o r t describing w h a t t h e e q u i p m e n t is u s e d for You should include details of h o w easy it is to u s e and w h e t h e r or n o t it is g o o d value for money Introduction The Test State the purpose of your report W h o t e s t e d it? Brief d e s c r i p t i o n of t h e test T h e Results Conclusion W h a t h a p p e n e d (briefly)? State whether or not you r e c o m m e n d the product and why W r i t e a r e p o r t in a n s w e r to t h e q u e s t i o n in e i t h e r e x e r c i s e or U s e y o u r n o t e s to help y o u Remember to use a variety of tenses depending on what you are referring to Reference Section an A n i s used before a vowel sound: a n elephant, a n umbrella, an aeroplane; but not w h e n u is pronounced like ' y o u ' : a useful book It is also used before h when h is not pronounced: an h o n e s t man W h e n we mention something for the first time, we normally use a / a n ; when that thing is referred to again, we use the definite article t h e , because by n o w it is understood which o n e we mean: A photographer permission He got took so photographer's his angry photograph that he C o m p o u n d adjectives C o m p o u n d adjectives are made up of t w o p a n They are usually hyphenated, and t h e second part is often a present or past participle C o m p o u n d adjectives are used to describe a wide variety of nouns, but t h e m o s t c o m m o n o n e s describe personal appearance and character The meaning is usually w i t h , h a v i n g or being: He's a red-haired, broad-shouldered man red hair and broad shoulder: (He's a man with I without broke Comparison the (a) W e can use a s a s and n o t a s / s o a s wit- camera | adjectives for comparison: We also use a / a n in numerical expressions (for example, in expressions of frequency or quantity): She has classes Petrol costs about three times sixty pence a litre here (See also t h e , u s e a n d o m i s s i o n ) Position Adjectives generally c o m e before the noun or as a c o m p l e m e n t after be and s o m e other verbs ( l o o k , s e e m , f e e l etc.) She's a pretty girl She looks very pretty W h e n we use m o r e than o n e adjective before a noun we not usually write a n d b e t w e e n t h e adjectives We use commas if the combination is not usual, but not if it is very c o m m o n Compare: He's a nice little man (common) She's a shy, secretive woman, ( n o t usual) W e use a n d w h e n the adjectives are a complement after b e , s e e m , f e e l , etc.: He's short and fat./She seems charming and W i t h three adjectives, we usually put a c o m m a after t h e first: b cold, wet and tired Order In normal usage, we prefer to put s o m e adjectives before others: He's a nice little man (NOT little nice) The rule is that general adjectives like n i c e or p r e t t y c o m e before m o r e precise o n e s N o t e t h e s e examples: a I've read the first hundred pages (ordinal-cardinal) b An intelligent young man (mental ability-age) c A large round ball (size—shape) d A green cotton dress (colour-material) e A German car factory (nationality/origin-purpose) 86 Adjectives of o n e syllable and two-syllable adjectives ending in -y (plus a few others) form the comparative with - e r T h e spelling changes from -y to -i w h e n - e r is added ( h e a v y - h e a v i e r ) Most two-syllable adjectives and all longer adjectives form the comparative with m o r e (c) If we want to emphasise t h e difference in a comparison, w e use f a r o r m u c h with the adjective: She's far/much more intelligent than he is With plural nouns after the adjective we use far or m a n y : Far/Many more people came than I expected W e use n o t n e a r l y a s / s o a s t o emphasise intelligent We were not as/so He's more talented but lazier than I am Adjectives a but (b) W e use m o r e / l e s s t h a n with s o m e adjectives and the comparative form -er t h a n with others: week a as tall as his sister intelligent as she is He's a negative difference We're n o t nearly as/so well off as they are (d) The superlative form is made with - e s t or m o s t W h e n w e compare m o r e than t w o people or things we use the superlative even w h e n the number involved is not mentioned: She's the prettiest girl in the class (There are m o r e than t w o students.) (e) Remember t h e irregular forms: good better best bad worse worst little less least more most much/many far *farther/ farthest/ further furthest *Both forms are used for distance, but we say f u r t h e r i n f o r m a t i o n ( = 'additional') E l d e r / e l d e s t are irregular forms of o l d but are only used for members of the family: my e l d e r brother (f) W h e n we want to say that t w o things happen t o g e t h e r or in proportion to each other, we use t w o comparative forms: The older I get, the more impatient I become Reference section f t w o parts : second pie scribe a :ommon Margaret late, b is never late; Jane never comes home Had If I Gerund / have never seen such a good film She must sometimes have wondered a right if she had / Modals may also be used in t h e main clause: If you go out, you must put on your coat b It's cold Imaginary situations in p r e s e n t or future W e use t h e past t e n s e for the condition and t h e conditional t e n s e ( w o u l d + infinitive) for the main clause W i t h t h e verb b e , we usually use w e r e for all persons: Past situations In talking about the past, we usually use t h e past perfect t e n s e for the condition and the conditional perfect ( w o u l d h a v e + past participle) for the main clause: If I'd known told you what was wrong, I If I'd studied more when I was have a better job today at school, I c have informed you will you give him my message? (please give him my message) Should you see him, reading and listening to music leaving the house, he turned out the lights S o m e verbs are followed by the preposition to and t h e gerund, n o t the infinitive with t o The m o s t c o m m o n o n e s are a m o u n t t o , b e dedicated to, be devoted to, be given to, be limited to, be o p p o s e d to, be resigned to, be/get used to, c o m e near to, limit oneself to, look forward to, object to, resign oneself to G e r u n d and p r e s e n t participle The form is the same but t h e r e is a difference b e t w e e n t h e m in usage: He games is healthier than watching them broke his leg (while he was) playing football (participle) d would and the T h e r e is also a formal variation of this: (gerund) Variations I As alternatives to a we can suggest that t h e possibility is n o t very likely: If you should see him, had known Preposition + gerund A preposition is s o m e t i m e s followed by a gerund verb form: Playing Permanent condition If a condition is always true we use t h e present t e n s e for both parts of t h e sentence: If it doesn't rain, the rivers dry up animals die of thirst like Before would have But if the present situation is a direct result of an unfulfilled condition in the past, the main clause may be in the conditional tense: e would Do you mind my/me going without you? Do you agree with Anthony's/Anthony getting married so young? If I were (was) rich, I'd buy a house by the sea If we offered you the job, would you accept it? d I Possessive forms are used with the gerund In informal English, the object form of the personal pronoun or t h e noun is often used instead: If I see him tomorrow, I'll give him your message If you see him tomorrow, give him my message c known, General The gerund is the term used for a verb form ending in - I n g w h e n it is used like a noun It has the same form as the present participle: decision Present and future W e generally use t h e present t e n s e for the condition and a future t e n s e for t h e main clause, but n o t e t h e alternative with t h e imperative: b I This is m o r e formal than: Conditional sentences a the job, Alternatives to c are: either the offer you would you T h e s e suggest that the offer is unlikely They usually go b e t w e e n an auxiliary and the main verb or after the first auxiliary if t h e r e are t w o o r more: made If we were to offer you the job, accept it? Were we to Adverbs of frequency, like a l w a y s and o f t e n and o t h e r single-word adverbs of indefinite time like r e c e n t l y , generally go before t h e main verb but after forms of b e : a Alternatives to b are: Adverbs of frequency G e r u n d and infinitive ( i m p e r s o n a l structure) We prefer to use the gerund at t h e beginning of a sentence, the infinitive in an impersonal structure: E a t i n g people e is wrong It is wrong to eat people G e r u n d and infinitive after c e r t a i n v e r b s C o m m o n verbs followed by the gerund, apart from those that are followed by a preposition, are: avoid, consider, delay, deny, dislike, enjoy, escape, face, feel like, finish, forgive, can't help, imagine, involve, mention, mind, miss, practise, resist, risk, can't stand, suggest, understand In s o m e cases, either a gerund or infinitive may be used but there is usually a difference in meaning or usage: Reference section (a) a d v i s e , a l l o w : Infinitive with a personal object, otherwise gerund: They don't these allow smoking/you to smoke on flights (b) b e g i n , s t a r t : when these verbs are used in continuous tenses, only an infinitive can follow: It is starting to rain (c) g o o n means 'continue' with the gerund but with the infinitive indicates a change of topic or action: She first on to explained outline the some problem and then went infinitive L i k e and l o v e generally take the gerund to express general feelings, the infinitive w h e n they refer to regular habits: / like swimming I like to go for a swim on mornings H a t e and p r e f e r usually take the gerund in general, the infinitive on particular occasions (e) r e m e m b e r , f o r g e t , r e g r e t take the infinitive with future reference, the gerund with past reference: Remember to ask Sarah to give you that ('Don't forget') Do you at Sarah's? remember Purpose Verb accusation accuse eating that wonderful meal ('Have you t h e m e m o r y of it or have you forgotten that occasion?') (f) s t o p with the gerund means 'give up' With the infinitive, the verb indicates purpose: admit should have wish he wouldn't that' She complained to me about him denial deny on been trying to Well, try turning open the this door for some time! key the other way invitation invite offer offer refusal refuse regret regret round! Indirect questions: w o r d order In indirect questions, the question uses the affirmative or negative, not interrogative form: the w o r d o r d e r is always subject before verb If t h e direct question has no question w o r d , the indirect question c o m e s after i f / w h e t h e r ; if it has a question w o r d , this w o r d is repeated in the indirect question: She I wants to know wonder where I iflwhether will be you are speaks b r o k e n it reminder remind suggestion suggest threat threaten warning warn iflwhether he say?) I wonder what he said If the question w o r d is already the subject in t h e direct question, the w o r d order will not change unless the verb is b e : (What happened is she?) I next?) wonder Tell who me she what is happened next 'Don't forget to post it.' She reminded h i m to p o s t it 'Why don't you go with her?' He suggested t h a t I s h o u l d go English (What did he (Who She regretted t h a t s h e h a d tomorrow (Does he speak English?) Ask him 'Would you like to come to the party?' He invited h e r ( t o c o m e ) to the party 'I'll help you, shall I?' She offered to h e l p m e 'I won't it.' He refused to it 'I wish I hadn't broken it.' She regretted h a v i n g b r o k e n it English N o t e the changes in form in the present and past simple tenses: 'I didn't steal it' He denied t h a t he h a d s t o l e n it He denied h a v i n g s t o l e n it ( g ) t r y followed by the infinitive means 'attempt, make an effort' With the gerund it means 'experiment, adopt a different method': I've 'You stole it, didn't you?' 'Yes, I took it' He admitted having taken it 'You should take more exercise.' advice advise He advised her to take more exercise He advised taking more exercise think you're right' agreement agree She agreed with melthe idea 'All right I'll help you' She agreed to help me 'That's the best method.' We agreed that it was the best method We agreed on the best method apology apologise 'I'm sorry I arrived late.' He apologised for arriving late complaint complain 'You should have done the job better.' He complained that they admission / stopped to buy the newspaper and then drove Direct speech and paraphrase I accused him of stealing it for example, w o u l d l i k e - w e use the recipe S o m e verbs can be used in indirect speech to indicate the way things are said and t h e purpose of what was said In the table below, n o t e t h e purpose of the verb from the example in direct speech, and the constructions possible with the verbs we can use instead of s a y and t e l l in indirect speech: solutions ( d ) l i k e , h a t e , l o v e , p r e f e r In t h e conditional - Sunday Indirect speech: paraphrase with her 'Let's go for a walk!' She suggested g o i n g for a walk 'If you don't go away, I'll call the police.' He threatened to call the police if they didn't go away 'Be careful The roads are icy.' He warned h e r to be careful He warned h e r o f / a b o u t the icy roads He warned her t h a t the roads were icy Reference section Infinitive a Form The infinitive is generally formed with t o Verbs followed by the infinitive without to are many auxiliary verbs ( c a n , m a y , etc.), m a k e (in the active, but not t h e passive), l e t (which has no passive), h e l p (which can be used with or without t o ) , verbs o f the senses like s e e , h e a r Lucy only when she Only when realise a how difficult house Lucy had started how difficult it the would The girl (who is) would be course did she be dancing with John I'm sorry to have kept you waiting (= 'that I kept The man (who was) you waiting') next to Infinitive after v e r b course Adjectival The perfect infinitive is made with to h a v e + past participle: b the started it We can use the present participle, ending in - i n g , and the past participle, ending in - e d , in clauses that are rather like relative clauses The present participle is only used w h e n t h e action is happening at the same time as the main verb: made b y putting n o t before t o : sell the had 10 Participle clauses ( s e e Participle clauses) T h e negative infinitive is / advised her n o t to realised b door is my sister injured in the car crash lives me Adverbial Many verbs are followed by the infinitive with to and s o m e can also be followed by t h e gerund Present, past and perfect ( h a v i n g + past participle) participles can all be used: (but s e e Gerund for differences in meaning and Looking up from usage) ceiling ('When I looked ') adjective + infinitive repair ('Although it w a s built ') my book, I noticed a stain on the B u i l t in the last century, the house is still in good c S o m e adjectives can be followed by t h e infinitive: Having spent / was surprised to see her strange to return to his own country ('Because he W h e n the infinitive is used with a preposition this can c o m e at the end of the sentence and in such sentences the object is not placed after the verb: most of his life abroad, he found it had spent ) Never having played the game before, I found it rather confusing ('As I had never played ') She was very pleasant to talk to ( N O T 'to talk t o her.') d c W i t h verbs of the senses After verbs like s e e and h e a r we can use an object and either the infinitive without to or t h e present participle In general, the infinitive is used w h e n talking about a completed action and the participle when we saw or heard it w h e n it was incomplete: Q u e s t i o n w o r d s + infinitive W e can use h o w , w h a t , w h o , w h e r e , w h e n and w h e t h e r with the infinitive after verbs like a s k , tell, k n o w , u n d e r s t a n d : / don't know where to go Tell me how to it / saw her cross the Inversion / saw him Inversion is used to make a s e n t e n c e m o r e emphatic The verb form is inverted and the question form is used w h e n a sentence or a clause begins with a negative form He had Never never before met had They didn't see Not until she road and go into the shop (completed actions) such he an met obnoxious such her until she an called called out their names person before obnoxious person out their names did they see her crossing the road and heard the car approaching and then it hit him (incomplete) In the passive t h e infinitive is formed with t o : She was seen to cross the road and go into the shop 11 Passive Voice: impersonal and personal structures T h e verbs b e l i e v e , c o n s i d e r , e x p e c t , h o p e , k n o w , r e p o r t , s a y , t h i n k , etc can b e used i n the following passive structures: This medicine for other Not only for other is cold is not this cold only good for headaches but also for but also Impersonal structure symptoms medicine good headaches It + passive verb + t h a t + clause It symptoms is more I had Hardly hardly sat had I sat down when down when the the doorbell rang doorbell rang thought that foreign important every day languages are becoming Personal structure subject + passive verb + full infinitive She spoke so fast that I couldn't understand her So fast did she speak that I couldn't understand her Foreign more languages important every are day thought to be becoming Reference section She's swimming in the lake In the corner of the room (= inside) but atlon ( n Note R e m e m b e r that there are four full infinitive forms: corner of the street (= outside) He's at the cinema (he's g o n e t o s e e a film) /'// meet you at the cinema, (outside, o r near (Present/Future) present infinitive He is said to work in t h e door) France p r e s e n t c o n t i n u o u s infinitive They He is said to (inside the building) be working in France perfect is said to have worked in b France is said to have been working in the cinema (surface), on the radio, on TV and o n t o , though i n and o n are c o m m o n : France fell Taylor, (who cathedral, was is) the (which the the ontolon water his bicycle O u t o f indicates the opposite m o v e m e n t t o team is) intolin He got O n e way of giving additional information about a person or thing is to use a phrase in apposition (instead of a relative clause with a relative pronoun and a form of b e ) city, in into, onto, out of, off He The be W i t h verbs of movement, we generally use intc 12 Phrases in apposition Mr They must infinitive p e r f e c t c o n t i n u o u s infinitive He here On the screen (Past) He aren't manager, oldest said building in i n t o and o f f the opposite m o v e m e n t t o o n t o (See in and on in a above, for the idea of being 'inside' or 'on a surface' Compare: took He We'll the the knives and forks out of the drawer (opposite o f i n t o / i n ) have to take the tyre off the wheel (opposite o f o n t o / o n ) built 14 Prepositions of t i m e 13 Prepositions of place a t , in, on a at, in, on U s e this list as a check: A t i s used: for particular points: at the end of the road, at for exact periods of time: at five o'clock, at at for places w h e n we are concerned with their purpose or location, not their size or shape: dinner time, at this moment at for festivals: at Christmas, at Easter, New Year at others number the She 27 station, works at at the the post (Compare: She's some stamps (= in supermarket a town at (but during the present (= day), at now) the post office, buying on for days and dates: on Monday, on inside).) for places (small t o w n s , villages etc.) the speaker d o e s not consider very important or d o e s not k n o w very well: at Melton Mowbray, at night are: weekends, office at near Leicester June I Oth, on Christmas Day (compare at for the festive period), on summer evenings, on Sunday morning, on Friday night (Someone w h o lived there would probably say: / live in in for longer periods of time: in August, in Melton spring, in 1985, the Middle Ages, Mowbray.) I n suggests: 'inside' or a situation with three dimensions: in t h e kitchen, in the High S t r e e t (but USA = on Main S t r e e t ) because of the houses on both sides, a large area, like a country, province, city: in New Zealand, in Kent, in Manchester O n suggests: a surface: on t h e wall, on Earth, on a small island a line: on the coast, on t h e River Thames, - on the road, on the way to left-hand side of the on the morning, in their boat in five minutes, in a week's time 15 Quantifiers Quantifiers s h o w h o w many things or h o w much of something we are talking about S o m e quantifiers (ie b o t h , ( a ) f e w , t h e m a j o r i t y o f ) combine with countable nouns; s o m e (ie a g r e a t d e a l o f , ( a ) l i t t l e , ( n o t ) m u c h ) with uncountable and s o m e (ie all ( o f ) t h e , e a c h , e i t h e r ) with both kinds T h e majority of the people school with my brother on All of my colleagues work very hard Don't eat all of the ice cream; leave some There's sailing present) in for periods of time within which or at t h e enc of which something may happen: in the street Also n o t e t h e following: They're at (compare in the nineteenth century, in in the past, in the future the lake a little cheese in at the the fridge, party were if you're at hungry for me! Reference section c 16 Reported speech a Statement W h e n w e convert direct speech t o reported speech and the introducing verb is in the past, the t e n s e changes Expressions of time and place also change unless t h e speaker is still in the same place on the same day ( h e r e is still h e r e , and t o d a y is still t o d a y ) U s e t h e conversion table for reference and n o t e that in all cases t o l d me could replace said: Direct Reported I'm working hard I travel by train worry Please keep quiet! She asked them to keep quiet W h e n we not reproduce t h e actual w o r d s used in direct speech we can paraphrase what w a s said by using o t h e r verbs (offer, s u g g e s t , etc.) (See Indirect speech: paraphrase) She said she was working Orders and requests T h e s e are made with t h e imperative in direct speech In reported speech we use the object + infinitive after t e l l (for orders) and a s k (for requests): Direct Reported D o n ' t worry She told him not to hard She said she travelled by 17 Should train I'm going to change my job She said she was going to a change /'// see you on She said she would see Sunday should a n d o u g h t to S h o u l d and o u g h t t o indicate obligation o r advice W e prefer o u g h t t o i f w e are doubtful that t h e obligation will be m e t or the advice will be taken: I've never seen it She said she had never before seen You've I spoke to him on She said she had spoken a Monday I can run faster She said she could run you got a bad cough You should/ought to see doctor You ought to see a doctor, but I don't suppose will wan him The train may The past forms are s h o u l d / o u g h t t o h a v e + past participle They are used to express regret in the first person, blame or criticism in the second and third: She said the train might arrive late arrive I must go to the She said she had to go doctor (with general future meaning) She said she / shouldn't have said that to her would have unkind, to go should You have been wouldn't have broken it Other changes here there this that now then yesterday t h e day before, t h e previous day tomorrow t h e day after, t h e next day, t h e following day last w e e k t h e w e e k before, t h e previous week next w e e k t h e w e e k after, the next w e e k , the following w e e k ago before b Questions N o t e t h e w o r d o r d e r of indirect questions (see I n d i r e c t q u e s t i o n s ) T h e t e n s e changes in reported questions are the same as for statements (see table in a above) b Reported Have you seen She asked me if I had seen the film? Where does he live? She asked me where he lived very Should a n d more careful Then you (blame o r criticism) would S h o u l d and w o u l d can both be used for t h e first person in the conditional tense, and as the past of s h a l l for t h e first person in reported speech But they have separate meanings and usage (For w o u l d s e e Conditional s e n t e n c e s b , c and e ) W h e r e they are often seen in combination is w h e r e s e n t e n c e s of advice or regret/blame (see s h o u l d a) are followed by conditional sentences: They shouldn't motor cycles in these wouldn't You fires the forest (would (should If they (would should have taken wouldn't not) not) my advice have not) kept them allow out, start If you had, this happened 18 Tenses a Direct It was (regret) Present tenses The present simple t e n s e is used for actions that occur repeatedly or at any time, often with adverbs of frequency like a l w a y s and time expressions like e v e r y d a y The question form and negative are formed with as auxiliary: Reference section She lives in the country but she doesn't work there Do the you ever future? wonder Everything comes to what's those going who to happen wait, so What a They're is she waving doing at days? She's with f o r , s i n c e and expressions like all I've they say seen that film m y life: husband has lived here all his life They are not used with past time expressions, which always require a past tense Compare: / haven't I saw seen her her recently/for yesterday/three a days long time ago We use the present perfect for questions and answers referring to past events without a time reference, but the past must be used w h e n a time is mentioned: writing novel The present continuous t e n s e can be used to refer to future time Have you seen b six times I've lived in the village for ten years, but my us! these to talk about actions which have taken place repeatedly up to t h e present: in The present simple tense can be used to refer to future time The present continuous t e n s e is used for actions that are going on at present and for temporary situations The t e n s e is formed by the verb be + present participle: Look! Future tenses No, the I haven't/Yes, film at the Palace? I saw it on Saturday T h e future simple t e n s e is used to: I make predictions, promises and threats d Past simple and continuous T h e past simple is used to refer to past actions in t h e o r d e r they occurred, but also for customary or continuing actions in past time: It will be worth all your hard work I will love you forever I will never speak to you again! He offer to something / will buy the tickets make a sudden decision / will answer the Susan when you meet her waiting when we of twenty-five He The future continuous is used to: talk about an action that will be in progress at a specific time in the future will be age met his She arrive be travelling through Italy next Be going to is used to: talk about plans and arrangements We are evening came the city; at that time he was in, took off her hat and coat, and down going to visit Grandma tomorrow make a prediction about t h e future based on a present situation Present perfect and past tenses The present perfect tenses are used: to talk about actions or situations that began in the past and are still going on, s o m e t i m e s with a time expression which refers to the present: I've been working hard this year was talking to my father on when she out e came the phone in t w o actions continuing side by side in past time (past continuous): While Look.' He is going to win the race I in an action taking place before and possibly after a completed action (past continuous and simple): / c wife talk about arrangements for the future They will month and did not married at the a sequence of completed actions (past simple): sat London, country until he got studying at the university, (before and after he m e t her) In everyday situations, we usually find t h e s e t e n s e s in three combinations: / think our holiday will be great She the childhood in to The past continuous is used for continuing actions in past time in relation to a main action in the past simple phone It is often used after the verbs t h i n k , b e l i e v e , etc and with phrases like I a m s u r e t o give our opinion about what will happen in t h e future I'm sure you will like s p e n t his move he of the was talking to me I was looking window Past and past perfect tenses W e use the past perfect tenses w h e n w e are already talking about the past and want to refer to a previous time: When him he for Until he finally arrived, over three met her, we had been waiting for hours he had never been in love f games and sports: She plays tennis and Past and conditional tenses goes W e use the conditional t e n s e ( w o u l d + infinitive) in combination with the past w h e n we refer forward in time in a narrative: / hoped that she would soon feel languages: She can speak English ( N o t e that we talk about t h e E n g l i s h (the people as a group, as in a3 above), but nationality has no T e n s e s in 'timeless' t i m e article: I'm English.) We not normally use the present t e n s e s as the main narrative t e n s e s unless we are dealing with what always happens - for example, 'a typical day in s o m e o n e ' s life' or in describing what happens in books, films, etc N o t e the use of t e n s e s in this kind of narrative: 'Hamlet' takes comes on already Soon place stage died before the seen in he is Denmark ghost but appear they will seen When mourning his play began, his afterwards, they have (or saw come the the to to eight audience have c friends tell him Use and omission what before) We want The war in peace, weights and measures: Petrol is sold by the Life is hard litre, Modern sixty pence a litre.) life is nineteenth war distant country is still going on T h e is not used unless t h e noun is followed by a clause that modifies it; for example, a relative clause, or a phrase containing of that modifies it N o u n s modified by adjectives before them or prepositional phrases after t h e m not require t h e : Use It's not that (a specific war) W e use t h e when talking about: (but: She likes getting up early gerunds: W e use t h e w h e n referring t o something specific, not w h e n we are talking in general terms; something specific includes something previously mentioned C o m p a r e t h e following: The use of t h e definite article in English often differs from usage in other languages Check each example against your o w n language o'clock who Hamlet's night meals and clock times: She has breakfast at Hamlet father, mountains: E v e r e s t , A c o n c a g u a the, use and omission a subjects of study: She studies history and geography better (Compare: / h o p e you will soon feel better.) g skiing musical instruments: She can play the violin more complex than life in the century The life that the life of our we lead today is more complex than ancestors groups o r classes of people: t h e young, the blind (NOT the youngs) but t h e verb form is 20 Used to plural: The young/Young different from people my today are very generation rivers, seas, oceans, mountain ranges (but not mountains o r lakes): t h e T h a m e s , t h e Mediterranean, the Atlantic, the A l p s unique objects and points of the compass: used to and would Used to, followed by the infinitive, refers to what habitually happened in the past in contrast to what happens now T h e negative is either u s e d n o t t o o r d i d n o t u s e t o U s e d t o has no present form For customary actions in t h e present, we use t h e present simple tense: / used to live in London, but now I live in Bristol W e say t r a v e l n o r t h (direction) but t r a v e l We usually prefer w o u l d + infinitive for repeated actions in past time in a c o n t e x t already established by a verb in the past simple t e n s e or u s e d t o It d o e s not always indicate a contrast with present time but rather t o t h e n o r t h (compass point, area) 'Whenever/Every the world, the sun, the m o o n , the north though The there moon may be is the earth's moon, others time this happened ' When I was a child, we used to visit my b Omission W e d o not use t h e w h e n speaking about the following: grandmother every would on put walk to her Sunday their house best The whole clothes and family we would Appendix C O N N E C T O R S A N D MODIFIERS Expressing opinion in modern English depends to a considerable e x t e n t on the c o r r e c t use of connecting w o r d s and phrases that help the reader or listener to understand what is being said Such w o r d s or phrases can be used to s h o w h o w an argument is organised, to prepare the reader for w h a t is coming n e x t or to convey the t o n e of w h a t is being said In completing a writing task, above all o n e that requires you to organise an argument or e x p r e s s an opinion, use this Appendix for reference It is also worthwhile, w h e n e v e r you c o m e across any of the w o r d s or phrases listed b e l o w in this b o o k or in your general reading, to make a n o t e of it and s e e h o w it is being used DEVELOPING A N A R G U M E N T Balance This can be established by clauses using w h i l e Sequence In presenting opposing arguments of equal Making a list of points: strength, use O n t h e o n e h a n d and O n t h e Point I : I n t h e f i r s t p l a c e , T o b e g i n w i t h , T o o t h e r h a n d T o indicate that you are reaching: s t a r t w i t h , F i r s t o f all, F i r s t a n d f o r e m o s t balanced conclusion, use O n b a l a n c e (when it is t h e m o s t important point) Result Point : S e c o n d l y , I n t h e s e c o n d p l a c e (used To s h o w the result of an action, or to indicate if t h e r e are further reasons to c o m e ) ; In the logical d e v e l o p m e n t of an argument from a d d i t i o n t o t h a t (usually t h e s e c o n d and final examples y o u have given, use A s a r e s u l t , I n reason); A p a r t f r o m t h a t , W h a t i s m o r e consequence, Consequently (conversational), M o r e o v e r (formal) (used for s e c o n d reasons of a different kind, but tending B t o w a r d s the same conclusion as the first); In fact, T h e fact of t h e m a t t e r is t h a t ; As a B e s i d e s (for a s e c o n d reason so strong that it m a t t e r o f f a c t (indicating that the hearer may b e makes t h e first almost irrelevant) surprised by it) Final point: F i n a l l y , L a s t l y ; A b o v e all (only A t f i r s t s i g h t , O n t h e f a c e o f i t (used i n contrast used if t h e last point is t h e m o s t important) t o I n f a c t t o s h o w the difference b e t w e e n Conclusion: I n c o n c l u s i o n , T o s u m u p appearance and fact) (usually at t h e beginning of t h e last paragraph, I n p r a c t i c e , used i n contrast t o I n t h e o r y , I n n o t at the end of a list); T a k i n g e v e r y t h i n g p r i n c i p l e to establish w h a t happens in reality; In into account, All things considered, All in e f f e c t , close to In f a c t in meaning, suggests 'for a l l (reaching a conclusion, w h e t h e r or n o t t h e practical purposes' points listed agree); I n b r i e f , I n s h o r t , I n a w o r d (the last t w o conversational) (only used if w h a t you say is brief) ESTABLISHING FACTS C EXPRESSING P E R S O N A L O P I N I O N I n m y opinion, I n m y view, T o m y m i n d , A s I Contrast s e e i t (conversational); P e r s o n a l l y , F o r m y p a r t This can be established by clauses with but or (contrasting t h e individual v i e w with that of t h e c o n c e s s i o n clauses with although, in spite of etc majority); A s f a r a s I ' m c o n c e r n e d C o n n e c t o r s are also available, h o w e v e r , to s h o w (conversational) = 'In so far as it affects me' that a point contradicts or limits t h e previous point(s) made t o s o m e e x t e n t However, Nevertheless, All the same, At t h e s a m e t i m e ; A f t e r a l l ( a strong argument D MODIFYING against previous points that has apparently n o t g e n e r a l rule, O n the w h o l e , I n the m a i n , been considered); I n c o n t r a s t ( a direct F o r the m o s t part contrast t o w h a t has g o n e before); O n t h e o t h e r h a n d (used for balance - s e e b e l o w - General statements G e n e r a l l y , In general, As a rule, As a Partly c o r r e c t but also alone to indicate an alternative point T o s o m e extent, T o a certain extent, U p of view) to a p o i n t Appendix Limit of k n o w l e d g e e s p e c i a l l y appears as an adverb, n o t as a A s far a s I k n o w , T o the best o f m y c o n n e c t o r at t h e beginning, like c l e a r l y , k n o w l e d g e ; F o r a l l I k n o w (conversational) obviously suggests ignorance Assigning responsibility F A c c o r d i n g t o ; B y a l l a c c o u n t s (indicating REPHRASING In other w o r d s , T h a t is to say responsibility lies with a number of people) Limited validity G R E F E R R I N G TO A SUBJECT OR P E R S O N U n d e r t h e c i r c u m s t a n c e s , A s i t is, T h i n g s A s r e g a r d s , W i t h r e g a r d t o , I n t h i s b e i n g a s t h e y a r e (conversational) (what i s c o n n e c t i o n , A s f a r a s I s c o n c e r n e d said is only valid in present circumstances, n o t in ideal circumstances) H G I V I N G REASONS A s / s i n c e / b e c a u s e + clause, t h e r e a s o n f o r + E INTENSIFYING noun, t h e r e a s o n w h y + verb, b e c a u s e o f / d u e t o + noun/noun p h r a s e / t h e f a c t t h a t Obviously Clearly, Obviously, Of course, Needless to say, A s everyone k n o w s , I t g o e s without saying I T E R M I N A T I N G DISCUSSION I n a n y c a s e , A n y w a y , A t a n y r a t e (the last t w o m o r e conversational) All t h e s e suggest 'whatever Especially I n p a r t i c u l a r , E s p e c i a l l y N o t e that happens', 'whatever the facts are', and in effect imply that nothing else can be said or needs to be said ... n t h s his h a i r (20 ) (grow) tired a n d old H e (22 ) (change) (go) w h i t e a n d his face (21 ) (ask) for early r e t i r e m e n t a n d (23 ) (leave) t h e firm I (24 ) (get) a j o b with... i m e limit (2 hours) and length of writing tasks ( 0 - w o r d s ) remain unchanged T e a c h i n g w r i t i n g skills The changes in the examination The biggest change in the writing paper... E C T I O N S Describing 2: Passive Voice: impersonal structures 14 Compound Adjectives 18 L E T T E R S Teacher of the Year Adjectives 22 Connectors and modifiers: 26 The most unpleasant person